UNIVERSITY   OF   CALIFORNIA 


THE  JUNIOR    COLLEGE    IN 
CALIFORNIA 


A  CIRCULAR  PREPARED  BY  THE    COMMITTEE  ON  COURSES  OF 
INSTRUCTION  OF  THE  UNIVERSITY  OF  CALIFORNIA 


JULY,    1915 


UNIVERSITY  OF  CALIFORNIA  PRESS 

BERKELEY 

1915 


CONTENTS 


Part  I — The  Junior  College 

PAGE 

Introductory   7 

Faculty   10 

Equipment 13 

Curriculum   13 

The  Junior  College  and  the  High  School  14 

The  Junior  College  and  the  University  17 


Part  II — Department  Recommendations 

Agriculture  24 

Astronomy    27 

Botany 28 

Chemistry  29 

Civil  Engineering  30 

Drawing    31 

Economics  - 33 

English    ....: : 33 

Geography  _ 34 

German    35 

Greek  36 

History   36 

Home  Economics  39 

Latin    43 

Mathematics   43 

Minerajogy  44 

Philosophy    45 

Physics    45 

Physiology    49 

Political  Science  51 

Romanic  Languages  51 

Zoology   53 


Digitized  by  the  Internet  Archive 

in  2012  with  funding  from 

University  of  Illinois  Urbana-Champaign 


http://archive.org/details/juniorcollegeincOOuniv 


PREFATORY  NOTE 


In  April,  1914,  the  Committee  on  Courses  of  Instruction  was  requested 
to  take  up  the  matter  of  junior  colleges  and  their  relation  to  the  University. 
Accordingly,  statements  were  collected  from  the  University  departments 
concerned.  On  the  basis  of  these  statements  a  preliminary  report  was 
prepared.  This  report  and  the  department  statements  were  then  submitted 
to  the  junior-college  faculties  by  the  Dean  of  the  Graduate  School.  Com- 
ments and  suggestions  were  requested,  together  with  complete  statements 
concerning  curricula,  equipment,  and  faculties.  The  material  thus  col- 
lected was  then  submitted  to  University  departments  with  a  request  for 
criticism  and  for  suggestions.  These  suggestions  are  now  published  in 
Part  II  of  this  Circular  and  form  the  basis  of  the  general  discussion  in 
Part  I. 

In  preparing  Part  I  use  has  been  made  also  of  the  following  articles: 
The  Extension  of  the  High  School  Course,  by  Frederick  Liddeke,  Sierra 
Educational  News,  June,  1914;  The  Junior  College,  by  C.  L.  McLane, 
School  Review,  vol.  21,  p.  161;  Report  of  the  Commissioner  of  Secondary 
Schools  to  the  State  Board  of  Education,  by  Will  C.  Wood,  June,  1914; 
The  Upward  Extension  of  the  High  School,  by  C.  C.  Starr,  in  C.  H. 
Johnson's  Modem  High  School,  p.  829.  Occasional  reference  has  been 
made  to  the  regulations  adopted  in  March,  1914,  by  a  committee  of  the 
College  Section  of  the  State  Teachers'  Association  of  Texas,  defining 
the  minimum  conditions  that  should  exist  before  a  school  can  be  classi- 
fied as  a  junior  college  or  a  college;  to  the  regulations  published  October, 
1912,  governing  the  accrediting  of  junior  colleges  by  the  University  of 
Missouri;  and  to  the  regulations  adopted  in  June,  1914,  governing  the 
accrediting  of  junior  colleges  by  the  University  of  Illinois.  It  is  believed 
that  the  standards  suggested  by  the  present  Circular  will  not  seem 
unreasonably  high  as  compared  with  those  of  Texas,  Missouri,  and 
Illinois. 

In  addition  to  the  documents  named  above  the  editor  has  had  the 
privilege  of  consulting  reports  to  the  Committee  on  Courses  of  Instruc- 
tion by  the  Dean  of  the  Graduate  School  and  the  Director  of  the  School  of 
Education,  together  with  an  imprinted  paper  by  the  latter  on  Junior 
College  Problems,  and  an  admirable  discussion  of  specific  questions  in  a 
report  by  Mr.  Wilfred  Eldred  to  the  San  Diego  Board  of  Education. 
From  all  these  documents  he  has  borrowed  freely.  He  is  indebted 
furthermore,  to  a  Master 's  thesis  on  The  Junior  College,  by  A.  A.  Gray, 
now  in  the  University  of  California  Library. 


The  present  Circular  is  thus  not  the  work  of  any  one  individual; 
and  it  is  not  a  product  of  the  University  alone;  it  is  rather  the  result 
of  a  co-operation  of  the  junior-college  faculties  with  the  faculty  of  the 
University.  It  aims  to  consider  junior-college  problems  from  both  points 
of  view.  And  if,  now  and  then,  it  attempts  solutions  of  these  problems 
or  ventures  to  decide  questions  one  way  or  the  other,  its  solutions  and 
decisions  are  to  be  regarded  as  suggestive  rather  than  as  final.  For  the 
whole  matter,  in  every  aspect,  is  in  a  state  of  transition.  The  junior 
college  stands  at  the  very  beginning  of  its  career;  and  the  lower  division 
of  the  University  is  undergoing  important  changes  and  facing  many 
unsolved  problems  of  its  own.  It  has  been  with  the  utmost  reluctance 
that  many  departments  have  committed  themselves  to  definite  statements 
of   policy  or  advice. 


PART  I.    THE  JUNIOR  COLLEGE 


INTRODUCTORY 

In  an  unpublished  address  on  Junior  College  Problems,  Professor  A. 
F.  Lange  sketches  the  history  and  outlines  the  aims  of  the  junior 
college  as  follows: 

"In  ]907  the  California  Legislature  passed  an  act  enabling  the  high- 
school  board  of  any  high-school  district  to  add  two  years  to  the  tradi- 
tional four-year  high-school  course.1  In  1910  the  Fresno  High  School  was 
so  extended.  By  the  end  of  1914  there  were  ten  such  extensions,  commonly 
known  as  junior  colleges,  with  an  enrollment  of  about  700  students. 
Meanwhile,  this  so-called  California  Idea  has  been  institutionalized 
several  times  over  elsewhere. 

"The  rise  and  progress  of  the  junior  college  must  be  regarded  as 
an  integral  phase  of  a  country- wide  movement  toward  a  more  adequate 
state  system  of  education,  a  system  that  shall  function  progressively 
so  as  to  secure  for  the  nation  the  greatest  efficiency  of  the  greatest 
numbers.  The  evolution  of  the  junior  college  is  causally  connected  with 
the  other  constituent  phases  of  the  whole  process  of  reorganization  and 
adaptive  changes.  It  is  inseparable  from  three  of  these:  (1)  the  adjust- 
ment of  the  university,  in  the  Germanized  sense,  to  secondary  educa- 
tion; (2)  the  reorganization  of  secondary  education,  to  make  it  more 
effective,  for  all  alike,  during  the  whole  period  of  adolescence;  (3)  the 
movement  to  equalize  educational  opportunities  by  the  creation  of  lower 
and  middle  systems  of  vocational  training.  In  the  light  of  this  situa- 
tion the  junior  college  appears  as  a  normal  development  within  a  state 
school  system  in  the  making,  and  this  in  turn  is  itself  being  shaped 
largely  by  factors  and  forces  that  are  national  and  even  world-wide 
in  scope. 

"Since  1892  the  University  has  been  gradually  reshaping  itself 
around  two  organizing  ideas.  One  was  and  is  that  for  theoretical  and 
practical  considerations  alike,  the  university  proper  should  begin  in  the 
middle  of  the  inherited  four-year  college  scheme;  the  second  was  and  is 
that  the  work  of  the  first  two  years  is  as  a  matter  of  history  and  fact 


iaThe  high-school  board  of  any  high-school  district,  or  trustees  of 
any  county  high  school,  may  prescribe  postgraduate  courses  of  study 
for  the  graduates  of  such  high  school,  or  other  high  schools,  which  courses 
of  study  shall  approximate  the  studies  prescribed  in  the  first  two  years 
of  university  courses.  The  high-school  board  of  any  high-school  district, 
or  trustees  of  any  high  school  wherein  such  postgraduate  courses  of  study 
are  taught,  may  charge  tuition  for  pupils  living  without  the  boundaries 
of  the  district  or  county  wherein  such  courses  are  taught. ' ' 


8  The  Junior  College  in  California 

all  of  a  piece  with  secondary  education.  This  trend  of  thought  and 
preaching  and  practice  resulted  gradatim  in  the  Junior  Certificate,  to 
mark  the  distinction  between  university  and  secondary  education,  in  the 
policy  of  placing  all  professional  schools  on  a  basis  of  not  less  than  two 
years  of  non-professional  training,  in  making  the  studies  of  the  last 
two  years  of  the  high  school  and  the  first  two  of  the  college  largely 
interchangable,  and,  last  not  least,  in  publicly  exhibiting  the  require- 
ments for  the  Junior  Certificate  in  terms  of  unified  six-year  curricula. 

' '  With  this  university  movement  two  others  coalesced.  One  had 
its  source  in  the  now  dominant  conviction  on  the  part  of  leaders  in 
educational  thought  that  for  the  great  majority  of  boys  and  girls  under- 
going secondary  school  training  the  American  four-year  high-school 
course  begins  too  late  and  ends  too  early.  A  remedial  readjustment,  it 
has  been  seen  for  some  time,  must  consist  in  the  lengthening  for  all 
concerned  of  the  courses  for  adolescents.  In  California  the  upward 
extension  of  the  high  school  was  urged  in  the  educational  interest  of  the 
great  mass  of  high-school  graduates  who  cannot,  will  not,  should  not 
become  university  students.  Such  an  extension,  it  was  argued,  might 
and  should  make  it  possible  for  the  small  minority  to  enter  a  university, 
in  the  narrower  sense,  at  the  end  of  two  years;  but  the  controlling 
educational  purposes  should  be  to  provide  for  a  reasonably  complete 
education,  whether  general  or  vocational.  The  other  movement  had  its 
source  in  the  increasingly  imperative  need  of  vocational  training,  first 
of  all  for  those  whose  education  for  general  social  efficiency  is  not 
prolonged  beyond  the  elementary  school,  and,  secondly,  for  those  whose 
general  education  ends  with  the  four-year  high  school  period  and  who 
are  not  headed  for  one  of  the  professions,  in  the  restricted  sense.  With 
reference  to  this  need  too,  as  far  as  the  latter  class  is  concerned,  an 
additional  two  years  came  to  appear  desirable  and  necessary,  for  'finishing 
courses'  in  applied  science  of  one  sort  or  another,  according  to  local 
means  or  demand.  Moreover,  it  seemed  clear  from  the  university  point 
of  view,  that  such  departments  might  render  a  great  service  to  the 
universities  and  to  thousands  of  young  people,  by  diverting  them  from 
the   university   and   thus   preventing   their   becoming   "misfits"   for   life. 

"It  is  of  course  an  inevitable  phase  of  development  that  as  yet  not 
one  of  the  junior  colleges  has  fully  found  itself.  But  even  now  the 
uncertainty  that  exists  relates  rather  to  matters  of  organization  and 
method  than  to  fundamental  conception  and  aim.  It  is  coming  to  be 
generally  understood  that  the  junior  college  cannot  serve  its  complete 
purpose  if  it  make  preparation  for  the  university  its  primary  object. 
For  the  great  majority  of  junior-college  students,  courses  of  instruction 
and  training  are  to  be  of  a  piece  with  what  has  preceded;  they  are  to 
be  culminal  rather  than  basal.     The  junior  college  will  function  adequately 


The  Junior  College  in  California  9 

only  if  its  first  concern  is  with  those  who  will  go  no  farther,  if  it 
meets  local  needs  efficiently,  if  it  turns  many  away  from  the  university 
into  vocations  for  which  training  has  not  hitherto  been  afforded  by  our 
school  system.  Hence  it  will  of  necessity  be  as  nearly  autonomous  as  its 
place  in  the  public  school  system  of  the  State  permits;  and  its  structure 
will  normally  exhibit  two  types  of  departments, —  (a)  departments  de- 
signed to  promote  general  social  efficiency,  (b)  departments  designed  to 
furnish   complete   training   for   specific — or   vocational — efficiency." 

In  regard  to  the  further  development  of  the  junior  college  Mr. 
Wilfred  Eldred  asks  pertinently: 

' '  Shall  every  high  school  in  the  State  look  forward  to  the  time  when 
it  shall  be  a  six-year  high  school,  or  should  we  have  colleges  only  in 
those  cities  which  have  already  developed  their  primary  and  secondary 
school  systems  to  a  point  of  reasonable  efficiency,  and  which  can  under- 
take to  give  the  more  advanced  work  with  reasonable  prospect  of  success, 
having  in  mind  not  merely  the  demand  for  such  work,  but  also  the 
resources  available  to  do  it?  For  it  must  never  be  lost  sight  of  that 
the  junior  college  is  going  to  mean  a  greatly  augmented  expense,  added 
to  a  system  of  education  already  expensive.  How  many  of  our  cities 
are  yet  in  a  position  to  face  these  extra  costs'?  Probably  not  more  than 
a  dozen  in  the  entire  state." 

Mr.  Will  C.  Wood  sees  a  double  danger  in  attempts  of  ambitious 
communities  to  establish  junior-college  classes  without  the  means  neces- 
sary properly  to  maintain  them. 

' '  The  high  school  may  be  weakened  to  strengthen  the  '  college '  courses, 
or  the  college  courses  may  be  given  under  such  unfavorable  circumstances 
that  they  will  not  be  worth  while.  It  may  be  that  legislation  limiting 
'junior-college'  courses  to  districts  having  a  fixed  minimum  of  assessed 
valuation,  or  to  high  schools  having  a  fixed  minimum  of  enrollment, 
will  be  necessary." 

Four  or  five  of  the  institutions  that  have  tried  junior-college  work 
are  already  finding  it  impractical  to  continue,  first  for  financial  reasons, 
secondly  because  it  is  impracticable  to  combine  in  the  same  institution 
junior-college  and  high-school  instruction.  The  chief  difficulties  lie 
in  the  arrangement  of  the  periods,  the  assignment  of  credit  in  mixed 
classes,   the   segregation   of   high   school   and    junior   college   faculties. 

Financial  difficulties  aside,  the  main  problems  of  the.  junior  college 
seem  at  the  present  writing  to  lie  in  Faculty,  in  Equipment,  in  Curriculum, 
in  Relation  to  High  School  and  to  University.  In  the  following  pages 
these  problems  are  discussed,  first,  in  general,  and,  secondly,  from  the 
points  of  view  of  the  separate  University  departments. 


10  The  Junior  College  in  Calif orn 


i  a 


THE   FACULTY 

As  in  any  institution  of  learning  the  chief  problem  will  always  be 
the  problem  of  the  teaching  force.  It  is  generally  recognized  that  the 
work  of  junior-college  grades  is  beyond  the  qualifications  of  the  rank 
and  file  of  high-school  teachers.  Certainly  it  is  desirable  that  the  junior- 
college  teacher  should  have  had  some  experience  in  university  instruc- 
tion— just  as  it  is  desirable  that  the  university  teacher  should  have  had  some 
experience  in  secondary  work.  And  certainly  the  junior-college  teacher 
should  not  be  inferior  to  the  university  instructor  with  respect  to 
advanced  scholarship. 2  This  means  that  he  should  have  devoted  two  or 
three  years  to  graduate  study  in  his  chosen  field,  that  he  should  be  a 
specially  trained  expert,  should  have  done  work  equivalent  to  that 
usually  required  for  the  doctor's  degree.  The  degree  itself  is  not  a 
sine  qua  non — many  great  scholars  have  contrived  to  achieve  eminence 
without  it;  but  the  habit  of  mind,  the  general  attitude  toward  know- 
ledge which  results  from  training  like  that  which  leads  up  to  the 
degree — this  is  indispensable.  The  "young  doctor  of  philosophy"  as  a 
teacher  of  undergraduates  is  so  often  maligned  that  a  word  in  his  defence 
may  not  be  out  of  place.  Not  uncommonly  he  has  taught  for  some  years, 
either  while  carrying  on  his  graduate  work  or  before  entering  upon  it. 
Frequently  he  has  had  the  advantage  of  study  in  more  than  one  institu- 
tion and  contact  with  a  variety  of  minds  and  environments;  he  has 
observed  with  intelligent  appreciation  the  methods  of  great  teachers. 
He  is,  it.  is  true,  a  specialist;  but  he  is  not  necessarily  a  narrow  one. 
He  was  a  bachelor  before  he  was  a  doctor,  and  if  he  lacks  breadth  of 
training,  if  he  has  not  had  a  liberal  education,  the  fault  lies  with  his 
course  as  an  undergraduate  rather  than  as  a  graduate  student.  More- 
over, though  his  thesis  may  have  dealt  with  a  minute  sub-division  of  his 
field,  yet  he  has  been  obliged,  for  his  final  examination,  to  review,  as 
a  whole,  the  field  of  major  and  minor  subjects  alike,  to  study  the  rela- 
tion of  part  to  part,  to  mobilize  a  whole  body  of  knowledge.  This  is 
a  most  stimulating  experience;  and  at  no  time  does  a  man  have  a  livelier 
enthusiasm  for  his  subject  or  a  more  effective  or  more  contagious  sense 
of  its  possibilities.  His  devotion  to  it  and  his  proficiency  in  it  are 
attested  by  his  degree.  Certainly  an  inhuman  specialist  is  not  fitted  to 
teach  undergraduates  of  any  grade,  least  of  all  Freshmen  and  Sophomores, 
whether  in  a  junior  college  or  a  university.  For  such  work  the  instructor 
should  be  specially  equipped  for  intimacy  with  students;  he  should  be 
the  kind   of  man   a   small   college   would   select.     But,   provided   that   he 


-  In  Texas,  ' '  the  equipment  of  the  teachers  should  be  approximately 
equal  to  that  of  college  teachers."  In  Missouri,  "it  is  desirable  that 
they  should  have  completed  one  year  of  graduate  work." 


The  Junior  College  in  California  11 

has  these  qualities  of  character,  he  is  the  better  and  not  the  worse  for 
the  doctor's  degree.  The  employment  of  specially  trained  men,  more- 
oxer,  is  desirable  not  only  from  the  junior.- college  but  from  the  uni- 
versity point  of  view.  A  steady  demand  for  them  will  inevitably  increase 
the  supply;  and  while  the  encouragement  of  higher  learning  can  never 
be  one  of  the  main  functions  of  the  junior  college,  it  may  well  become  an 
important  by-product  of  its  activity. 

Trained  and  experienced  teachers  will  always  be  more  difficult  to 
secure  than  untrained  and  inexperienced  ones.  They  will,  of  course, 
command  higher  salaries.  It  is  not,  however,  wholly  a  matter  of  salary. 
Opportunity  to  carry  on  research  not  only  in  the  narrow  field  of  some 
special  interest,  but  also  in  the  art  of  teaching  the  chosen  subject  in 
its  broader  outlines  and  more  elementary  aspect  will  have  great  weight. 
To  this  end  it  is  essential  that  the  hours  of  instruction  should  not  be 
more  than  twelve  or,  at  most,  fifteen,  per  week-^ — not  because  it  is  the 
business  of  the  junior  college  to  foster  research,  but  because  it  is  the 
business  of  the  junior  college  to  get  the  most  out  of  its  teachers,  to 
give  them  opportunity  for  life  and  progress,  in  order  that  their  teaching 
may  be  effective  and  that  they  may  preserve  the  scientific  attitude 
toward  their  work.  With  the  same  end  in  view  liberal  provision  for 
laboratories  and  libraries  is  essential.  In  many  fields  of  work  it 
should  be  possible  for  an  instructor  to  add  to  the  sum  of  human  know- 
ledge with  no  more  equipment  than  that  which  might  properly  be  ex- 
pected of  a  junior  college.  In  all  fields  it  should  be  possible  for  him  to 
keep  abreast  of  the  best  thought  on  the  methods  of  imparting  his  sub- 
ject, to  devise  and  to  elaborate  new  methods  of  his  own,  making  of 
his  class-room  a  laboratory  for  well-considered  experiments  in  the  art 
of  teaching.  It  should  be  possible  for  him  to  follow  the  example  of 
his  colleagues  in  the  French  lycees  and  the  German  gymnasien,  and  to 
publish  his  results,  whether  in  the  field  of  pure  knowledge  or  of  pro- 
fessional applications,  with  obvious  benefits  to  himself  and  to  his  college. 
Exchange  of  instructors  between  junior  college  and  university  has  been 
suggested  by  members  of  both  institutions.  A  beginning  has  been 
made  in  the  summer-session  faculties,  which  already  include  teachers 
from  secondary  schools.  The  practice  would  have  obvious  advantages 
for  all  concerned,  provided  always  that  the  instructor  in  each  case  be 
fitted  to  carry  on  precisely  the  sort  of  work  required,  whether  by  the 
university  or  by  the  junior  college.  Occasional  identification  with  a 
university,    contact    with    university    atmosphere,    access    to    laboratories 


3  In  Missouri,  "there  must  be  a  sufficient  number  of  teachers  to  con- 
duct the  work  without  crowding  the  classes,  or  without  assigning  to 
individual  teachers  an  excessive  amount  or  variety  of  work. ' '  In  Texas, 
"no  teacher  should  be  required  to  do  more  than  twenty  hours  per  week 
of  class-room  work.''      In  Illinois,  there  is  a   similar   limitation. 


12  The  Junior  College  in  California 

and  libraries — this,  combined  with  adequate  salary,  leisure  and  equip- 
ment for  research,  would  go  far  toward  making  the  junior  college 
attractive  to   scholars. 

So  far  as  tne  duties  of  the  instructor  are  concerned,  it  is  generally 
agreed  that  these  should  not  be  restricted  to  the  junior  college,  but 
that  part  of  his  time  should  be  given  to  high-school  courses.  Under 
present  conditions,  and,  generally,  in  the  beginning,  there  can  hardly 
be  enough  work  in  one  subject,  in  the  junior  college  alone,  to  require  an 
instructor's  full  time.  Usually  additional  high-school  courses  in  his 
own  subject  will  be  more  desirable  for  him  than  additional  junior- 
college  courses  in  other  subjects.  However,  it  will  mainfestly  make 
for  continued  breadth,  without  scattering,  of  interest,  if,  as  in  Germany, 
the  instructor  teach  his  major  subject  in  the  highest  classes  and  his 
minor  subjects  in  the  lower  classes.  At  present  the  head  of  the  high- 
school  department  undertakes  courses  in  the  junior  college.  This  practice 
seems  to  work  well.  Certainly  the  head  of  the  department  should  be  the 
same  for  high  school  and  junior  college. 

Experience  thus  far  seems  to  show,  also,  that  there  should  be  one 
and  the  same  head  or  principal  for  high  school  and  junior  college.  It 
has  seemed  wise,  however,  to  entrust  to  a  specially  appointed  dean  the 
supervision  of  matters  concerning  the  junior  college  alone.  The  duties 
of  such  an  officer  will  be  similar  to  those  already  performed,  in  part,  by 
the  vice-principal  in  certain  California  high  schools.  They  will  be  more 
or  less  analogous  to  the  functions  of  a  university  dean  of  the  lower 
division.  The  dean  of  a  junior  college  will  act  as  guide,  philosopher, 
and  friend  to  the  students;  enter,  as  far  as  possible,  into  their  athletic 
or  social  as  well  as  their  academic  activities;  advise  with  them  in  regard 
to  choice  of  courses  and  conduct  of  life;  concern  himself  with  such 
questions  as  the  housing  problem  (which  the  junior  college  will  have 
sooner  or  later  to  face  as  it  attracts  students  from  other  districts)  and 
with  the  general  policy  and  special  needs  of  the  junior  college.  Mr. 
Wilfred  Eldred  observes  that  the  dean  should  not  have  the  autocratic 
powers  of  the  American  college  president.  But  certainly  he  should 
have  a  voice  in  the  appointment  of  teachers,  and,  indeed,  their  selection 
might  well  be  largely  in  his  hands,  since  he  will  be  in  the  best  position 
to  know  what  type  of  instructor  is  most  likely  to  succeed  in  his  institution. 
It  is  desirable,  again,  that  he  should  be  familiar  with  the  institution 
as  a  whole;  he  should  conduct  classes  in  the  high  school  as  well  as  in 
the  junior  college;  he  cannot  form  too  early  the  acquaintance  of  the 
students  whom  he  is  to  advise.  Upon  him  will  depend  in  large  measure 
the  success  of  the  junior  college. 


The  Junior-  College  in  California  13 


EQUIPMENT 

Detailed  estimates  of  the  cost  of  laboratory  and  library  equipment 
arc  included  in  the  department  suggestions  in  Part  II  of  this  Circular.* 

Where  it  is  desired  to  emphasize  the  distinction  between  the  junior 
college  and  the  high  school,  the  special  junior-college  equipment  should 
include  separate  class-rooms,  or  better,  a  separate  building.  ' '  Removing 
the  mere  physical  contact  with  the  old  and  familiar  high-school  corridors 
and  their  inmates,"  thinks  Mr.  Eldred,  " would  go  a  long  way  toward 
stimulating  a  different  habit  of  mind. ' '  Mr.  Eldred  declares  also  for  the 
separate  reading-room  for  junior-college  students,  an  arrangement  already 
established  in   several  institutions. 


CURRICULUM 

What  departments  of  instruction  are  to  be  represented  in  the  junior 
college  will  depend  in  large  measure  upon  local  conditions — upon  local 
demand,  upon  the  presence  of  properly  trained  and  experienced  teachers, 
upon  adequacy  of  equipment,  and  upon  funds  to  increase  faculty  and 
equipment  whenever  such  increase  ma}'  be  necessary.  Manifestly,  modest 
beginnings  are  advisable.  It  is  the  part  of  wisdom  to  undertake  at 
first  to  cover  only  the  ground  of  the  Freshman  year,  and  this  only 
in  departments  that  require  little  or  no  equipment  beyond  that  of  the 
average  high  school,  such  as  English,  foreign  languages,  ancient  and 
modern,  history,5  mathematics,5  chemistry,  and  economics.  A  second 
tentative  step  might  be  to  offer,  in  alternation,  additional  courses  in 
some  of  these  same  departments,  such  as  English  and  history,  where 
the  order  of  courses  is  not  rigidly  fixed  as  it  is  in  mathematics.  This 
could  be  done  without  further  addition  to  the  teaching  staff.  Provided 
that  properly  qualified  instructors  are  obtainable,  or  already  at  hand,  it 
will  not  be  difficult  for  the  high  school  to  offer  a  single  additional  year 
of  general  education.  Its  other  important  function,  to  provide  "  finishing" 


4  The  University  of  Missouri  requires  that  "there  must  be  a  laboratory 
for  physical  science  and  a  laboratory  for  biological  science,  each  ade- 
quately equipped  and  sufficiently  large  to  permit  easily  of  individual  work 
upon  the  part  of  the  students."  Texas  has  a  similar  requirement  and 
states  that  sufficiency  is  "to  be  measured  by  the  value  of  the  apparatus, 
which  shall  be,  in  chemistry  not  less  than  $1000,  in  physics  not  less  than 
$2000,  in  biology  not  less  than  $1500."  Missouri  insists  on  "adequate 
library  equipment;  "  Texas,  on  "a  library  of  not  fewer  than  2000  volumes 
bearing   specifically   upon   the   subjects   taught." 

5  See,  however,  the  recommendations  of  these  departments  below,  pp.  36 
and  43. 


14  The  Junior  College  in  California 

vocational  courses  in  agriculture,  in  the  industries,  in  applied  civics, 
in  commerce,  in  domestic  science,  etc.,  which  cannot  be  adequately 
provided  either  by  the  high  school  or  by  the  university — this  other 
function  may  well  be  cautiously  undertaken  at  the  same  time,  but  only 
where  proper  instruction  and  library  or  laboratory  facilities  can  be 
provided. 

Detailed  suggestions  in  regard  to  courses  in  these  and  other  depart- 
ments will  be  found  in  Part  II  of  this  Circular. 


THE    JUNIOR    COLLEGE    AND    THE    HIGH    SCHOOL 

If  one  reason  for  the  existence  of  the  junior  college  is  the  fact  that 
the  natural  break  in  education  comes  after  the  end  of  the  Sophomore 
year  and  not  before  the  beginning  of  the  Freshman  year,  it  is  obviously 
illogical  to  place  much  emphasis  upon  the  distinction  between  the  high 
school  and  the  junior  college.  Junior  college  and  high  school  are  one 
single  institution.  But  it  is  a  highly  developed  institution;  it  has 
come  a  long  way  on  the  road  from  the  homogeneous  to  the  heterogeneous; 
and  if  the  junior  college  is  a  part  of  it,  it  is  an  organic  part,  with 
distinct  and  special  functions  to  perform.  Ideally,  both  identity  and 
dissimilarity  should  be  emphasized;  the  principle  of  unity  in  variety 
should  be  applied.  It  is  applied  in  the  single  head  for  the  whole  institu- 
tion and  the  separate  dean  for  the  junior  college;  in  the  control  of 
each  department  by  a  single  head  for  junior  college  and  high  school  alike; 
in  the  special  faculty  for  the  junior  college,  giving  instruction,  however, 
in  the  high  school;  in  the  resulting  program,  unified,  yet  with  new 
attitudes  and  methods  for  the  junior  college.  For  it  is  clearly  desirable 
that,  as  required  in  Illinois,  "the  junior-college  courses  should  be 
organized  and  conducted  on  a  collegiate  as  distinguished  from  a  high- 
school  basis.  College  texts  should  be  used  and  should  be  supplemented 
with  reference  or  other  outside  work  of  collegiate  character,  and  the 
amount  of  ground  covered  in  a  semester  should  approximate  that  covered 
in  corresponding  college  courses."  The  same  conception  of  the  junior- 
college  course  is  contemplated  in  the  California  law,  which  states  that 
"the  courses  of  study  shall  approximate  the  studies  prescribed  in  the 
first  two  years  of  university  courses. ' ' 

It  does  not  seem  necessary  that  junior-college  students  should  be 
excluded  from  all  high-school  courses.  The  University  of  California 
regards  the  last  two  years  of  the  high  school  and  the  first  two  of  the 
college  as  largely  interchangable,  and  has  found  it  necessary  to  offer  a 
number  of  courses  equivalent  to  matriculation  subjects,  designated,  in 
the  Announcement,  by  letters  instead  of  numbers,  such  as  German  AB, 


The  Junior  (College  in  (California  15 

French   AB,  Mathematics   A,  etc.     Such   courses  are   appropriate  in   the 

junior  college,  in  the  lower  division  of  the  university,  or  in  the  high 
school.  Certainly  the  student  should  be  permitted  to  take  them  at  any 
time  before  his  junior  year,  or  even  later,  should  the  need  arise. 

Admission  of  high-school  students  to  junior-college  courses  is  another 
matter.  In  general,  it  is  clearly  desirable  that  such  courses  should  be 
regarded  as  more  advanced,  should  employ  methods  implying  greater 
maturity,  should  be,  in  a  word,  beyond  the  powers  of  high-school  students, 
ir  these  are  freely  admitted,  standards  and  methods  will  inevitably  suffer. 
Yet  it  is  conceivable  that  occasional  exceptions  can  be  made  with  per- 
fect safety.  In  the  universities  exceptional  students  in  the  lower  division 
are  admitted  to  upper-division  courses,  and  exceptional  undergraduates 
to  graduate  courses.  Such  exceptions  will  depend  on  the  individual 
student,  on  the  nature  of  the  course  and  its  methods,  and  on  the  in- 
structor, The  regulation  of  the  University  of  Illinois  suggests  a  definite 
solution  of  the  problem:  "The  admission  of  high-school  students  to 
junior-college  classes  should  be  limited  to  students  of  senior  standing 
and  of  superior  scholarship,  'superior  scholarship'  being  interpreted  to 
mean  a  rank  within  the  first  third  of  the  class.  The  number  of  even 
these  picked  high-school  seniors  in  any  junior-college  class  should  not 
in  any  case  exceed  one-half  of  the  total  membership  or  that  class  and 
should  ordinarily  be  limited  to  one-third  the  total  membership  of  the 
class."  In  the  University  of  California  an  extremely  useful  rule  is  the 
Faculty  regulation  to  the  effect  that  ' '  no  student  will  be  permitted  to 
enter  upon  the  study  of  any  subject  if  the  officer  of  instruction  in 
charge  of  that  subject  is  satisfied  that  by  reason  of  lack  of  preparation 
he  is  not  competent  to  undertake  it.  This  rule  takes  precedence  of  all 
others."  Such  a  rule  would  be  an  admirable  safeguard  in  junior  colleges 
where  exceptional  high-school  students  are  permitted  to  enter  certain 
junior-college  classes. 

In  the  interest  of  high  standards  it  is  well  that  only  such  junior- 
college  students  as  can,  on  entering,  satisfy  university  requirements,  should 
earn  university  credit.6  Yet  here  again  exceptions  can  be  made  with 
safety.  It  is  quite  possible  that  an  occasional  student  may  finish  the 
high-school  course  with  scholarship  records  which  would  not  warrant 
admission  to  the  Freshman  class  of  the  University,  yet  may,  in  the 
junior  college,  by  faithful  and  consistant  study,  prove  himself  ready  for 
advanced  work.  There  is  no  reason  why  such  a  student  should  not  be 
recommended    for    admission    to    the    upper    division    of    the    university. 


6  The  University  of  Missouri  accredits  only  those  junior  colleges  whose 
requirements  for  admission  are  "the  equivalent  of  those  of  the  College 
of  Arts  and  Science  of  the  University  of  Missouri."  In  Texas,  the  junior 
college  must  "require  not  less  than  fourteen  standard  units  for  entrance." 


16  The  Junior  College  in  California 

In  making  a  recommendation  of  this  sort  the  junior  college  may  render 
an  important  service  to  the  type  of  mind  that  wakes  relatively  late  to 
the  importance  of  study,  pursuing  it  then  with  all  the  greater  seriousness 
and  vigor.  Yet  the  junior  college  will  manifestly  have  to  proceed  with 
caution;  it  cannot  afford  to  lower  its  standards. 

One  way  to  emphasize  the  real  distinction  between  junior-college  and 
high-school  work  is  to  make  the  change  from  the  five  recitation  periods 
of  forty  minutes  each  (or  from  four  of  fifty)  to  three  periods  of 
one  hour  each.  University  experience  everywhere  shows  that  the  full 
hour — or  what  is  left  of  it  after  the  necessary  intermission — is  none 
too  long  for  the  proper  development  of  the  theme  of  lecture  or  recita- 
tion. The  change,  moreover,  involves  an  increase  in  the  time  available 
for  preparation  and  a  decrease  in  the  time  spent  in  recitation.  Only 
a  few  minutes  are  involved,  yet  the  effect  of  the  change  is  important, 
in  that  it  shifts,  to  a  certain  degree,  the  responsibility  from  teacher  to 
student;  it  begins  the  transition  from  the  school  attitude  to  the  college 
attitude.  However,  the  whole  question  is  in  part  a  matter  of  departments 
and  courses.  In  the  University  of  California,  for  example,  while  three 
periods  per  week  is  the  rule,  the  modern  language  departments  very 
decidedly  prefer  five  periods  per  week  for  their  beginners'  courses;  and 
in  certain  courses  in  English  and  history  three  hours  of  lecture  and  one 
of  quiz  seem  to  give  the  best  results.  In  Part  II  will  be  found  the  special 
recommendations  of  a  number  of  University  departments.  It  will  be 
found  that  one  hour  is  in  most  cases  tacitly  assumed  as  the  proper 
length  for  recitation  or  lecture. 

The  normal  University  schedule  is  sixteen  units  (or  sixteen  hours  per 
week)  per  half  year.  Students  in  the  lower  division  are  not  permitted 
to  register  for  more  than  nineteen  units  each  term.7 

A  University  rule  requires  that  an  examination  be  given  at  the  end 
of  all  courses,  except  seminar  and  laboratory  courses.  From  these 
examinations  no  students  are  excused.  A  similar  rule  is  desirable  in  the 
junior  college,  where  the  examination  may  not  be  necessary  to  discover 
what  the  students  know,  yet  may  well  perform  its  more  important 
function  of  compelling  a  review  and  grasp  of  the  subject  as  a  whole. 


7  The  University  of  Missouri  requires  that  for  graduation  from  the 
junior  college  "the  student  must  complete  satisfactorily  sixty  hours  of 
work,  which  must  be  the  equivalent  of  that  required  in  the  first  two 
years  in  the  College  of  Arts  and  Sciences  in  the  University  of  Missouri 
By  an  hour  is  meant  a  60-minute  period  of  class  work,  or  a  120-minute 
period  of  laboratory  work  (exclusive  of  preparatory  instruction  and 
study,  work  upon  note  books  that  can  be  done  outside  of  laboratories, 
etc.),  each  week  for  one  semester. 

1 1  Students  shall  not  be  allowed  to  carry  for  credit  work  amounting  to 
more   than   sixteen   hours  a   week. ' ' 

The  Texas  rule  is  "fifteen  60-minute  hours  per  week  of  recitation 
each  year. ' ' 


The  Junior  (J allege  in  California  17 


THE  JUNIOR  COLLEGE  AND  THE  UNIVERSITY 

The  main  concern  of  the  junior  college  will  always  be  with  students 
who  complete  in  it  their  education.  Doubtless  the  number  of  those 
who  go  on  to  a  university  will  always  be  relatively  small,  as  will,  similarly, 
the  number  of  junior-college  graduates  in  the  upper  division  of  the  uni- 
versity. Neither  institution  should  lay  too  much  stress  on  their  mutual 
relation  as  a  factor  in  determining  educational  policy;  each  should  be 
willing  to  make  such  necessary  adjustments  as  may  be  possible.  So  far 
as  general  preparation  is  concerned,  junior-college  students  have  already 
given  evidence  of  being  well  equipped  to  continue  their  studies  in  the 
upper  division  of  the  University  of  California.  The  average  of  their 
grades  has  been  slightly  higher  than  the  general  University  average. 
They  have  not,  howev*er,  been  always  prepared  for  precisely  the  work 
which  they  have  desired  to  undertake;  in  such  cases  a  certain  loss  of 
time  is  inevitable.  Instructors  in  the  University  have  the  right,  and 
are  indeed  under  obligation,  to  refuse  to  allow  any  student  to  enter 
upon  work  for  which  he  is  not  competent,  to  attempt  to  erect  a 
superstructure  on  a  foundation  incapable  of  supporting  it.  It  should 
not  be  necessary  to  explain  that  this  principle  exists  for  the  protection 
not  so  much  of  the  University,  or  of  any  University  department,  as  for 
the   protection    of   the    student    himself. 

The  policy  of  the  University  of  California  with  reference  to  students 
entering  from  junior  colleges  is  formulated  by  the  Recorder  of  the 
Faculties  as  follows: 

It  is  the  University's  policy  to  give  a  year's  credit  for  a  year's 
work  on  the  basis  of  credentials  from  other  colleges,  including 
junior  colleges.  Wherever  there  is  evidence  that  the  institution 
is  doing  a  full  year  of  work  beyond  the  high  school,  the  University 
will  endeavor  to  give  32  units  (slightly  more  in  the  engineering 
colleges)  and  to  distribute  these  32  units  in  a  way  that  will 
equitably  meet  requirements  for  the  junior  certificate  and  the 
bachelor's  degree. 

The  normal  university  schedule  of  16  units  per  half-year  implies 
about  48  hours  per  week  of  studious  effort  for  18  weeks.  We  have 
estimated  that  the  junior  colleges  as  they  are  at  present  organized 
(and,  in  general,  they  seem  to  be  mainly  projections  of  high- 
school  schedules  and  standards  rather  than  distinctively  collegiate 
institutions  according  to  the  prevailing  conception  of  a  college) 
may  complete  32  units  per  year  by  requiring  five  courses  con- 
currently, each  class  meeting  five  periods  per  week  in  40-minute 
periods  throughout  a  20-week  semester.  The  same  result  may  be 
obtained  by  having  the  classes  or  some  of  them  meet  four  periods 
per  week,  the  periods  to  be*  45  or  50  minutes  and  the  amount  of 
outside  preparation  for  the  class  work  to  be  proportionately  greater 
than  would  be  required  if  the  meetings  were  five  times  weekly. 


18  The  Junior  College  in  California 

There  is,  of  course,  some  danger  in  the  situation  so  long  as  the 
University's  test  of  the  applicant's  proficiency  is  primarily  a  time 
test,  rather  than  a  knowledge  test.  But  the  real  unit  for  the 
application  of  the  time  test  should  be  the  unit  of  studious  endeavor 
in  or  out  of  class,  rather  than  the  aggregate  of  hours  or  minutes 
spent   in   the    class   room. 

For  a  five-study  schedule,  such  as  is  indicated  above,  continued 
for  two  years,  we  should  expect  in  the  ordinary  case  to  give  64  units 
of  credit.  The  units  of  credit  assigned  to  a  single  subject  con- 
tinued for  one  year  would  be  six.  To  make  the  two-year  schedule 
yield  64  units  we  may  either  assign  8  units  for  certain  subjects  or 
we  may  arbitrarily  add  4  units  of  elective  undistributed. 

The  successful  articulation  of  junior-college  work  with  uni- 
versity work  will  naturally  depend  very  largely  upon  the  extent 
to  which  the  junior  college  is  able  to  meet  the  varied  departmental 
requirements  of  a  large  university.  In  some  highly  specialized 
departments  it  may  be  difficult  for  the  junior  college  (as  for  any 
small  institution)  to  afford  adequate  preparation.  An  example 
would  be  the  field  of  engineering.  Similarly,  the  work  that  is  now 
required  of  pre-medical  students  (college  laboratory  courses  in 
physics,  chemistry,  zoology,  bacteriology,  etc.)  is  not  easily  obtain- 
able outside  of  the  universities.  Architecture  and  agriculture  are 
in   a    similar   position. 

Definite  statements  of  department  requirements  will  be  found  in 
Part  II  of  this  Circular. 

Attention  is  called  to  the  fact  that  the  content  of  lower-division 
university  courses  is  by  no  means  determined  by  the  whim  of  the 
instructor,  or  by  the  mere  fact  that  they  are  prerequisite  to  advanced 
courses  in  the  same  departments.  It  is  determined  in  a  large  measure 
by  the  fact  that  they  are  prerequisite  to  advanced  work  in  other  depart- 
ments as  well.  Many  lower-division  courses  have  thus  complex  functions 
to  perform  and  must  be  carefully  planned  with  these  in  view.  A  list 
of  such  courses  follows,  based  upon  the  Announcement  for  1914-15. 
The  requirements  vary  somewhat  from  year  to  year,  and  junior  colleges 
which  desire  to  offer  courses  which  shall  prepare  students  for  the 
University  are  urged  to  obtain  the  latest  information  in  every  case. 
The  present  list,  however,  should  serve  to  illustrate  the  complexity  of 
the  interrelations  of  University  departments,  as  well  as  to  emphasize  the 
importance   of  certain   courses   as  prerequisites. 

(For  Matriculation  Courses,  see  Circular  of  Information,  Admission 
Requirements:  Recommendations  for  the  various  curricula.  In  general, 
Lower-Division  Courses  are  prerequisite  for  Upper-Division  Courses  in 
the  same  department.) 

Astronomy  1    and    2a   are   required   for   the    Major   in    Geography 

and  for  Geography  114. 
3   is   required   for   Civil   Engineering  103b  and   105. 


The  Junior  College  in  California 


19 


Botany 


Botany  is  advised  for  Landscape  Gardening.     1    (or  2 

and  3)   required  for  Forestry  102. 
2   and   3   required  for  Agronomy   107,   122;    for   Forest 

Botany;  for  Genetics  1,1a,  and  100;  for  Landscape 

Gardening  104a-104b,  102a-102b;  and  for  Pomology 

120. 


Chemistry  Fundamental    Courses    in     Chemistry    should    precede 

Botany. 

1a-1b  is  required  for  Agricultural  Chemistry  1  and  2; 
for  Agronomy  122;  for  Nutrition  117;  for  Botany 
116;  for  Mechanical  Engineering  118;  for  Mining 
105,  107a;  for  Pathology  1;  for  the  Major  in  Physi- 
ology, for  Physiology  5;  and  for  the  Medical  School. 

3a-3b  is  required  for  Soils  122. 

5a-5b  is  required  for  Agricultural  Chemistry  101a-101b, 
122;    Soils   122;    Civil   Engineering   122." 

6a-6b  is  required  for  Civil  Engineering  123;  Mining 
105,    107a. 

8a  is  required  for  Civil  Engineering  109b;  111b,  126,  and 
for  the  Medical  School. 

9  is  required  for  the  Medical  School. 

Civil  Engineering    Courses  in  Civil  Engineering  are  advised  for  Landscape 

Gardening. 
1a-1b    (Surveying)    is    required    for    Mining    18a    and 

18b. 
Ia-Ic  or  1e  is  required  for  Experimental  Irrigation  1 ; 

for  Astronomy  3;  and  for  Irrigation  105. 
1c-1d  is  required   for   Mining  18a  and   18b. 

Drawing  Courses  in  Drawing  are  advised  for  Landscape  Gardening. 

2a  is  required  for  Mechanical   Engineering  106a;    and 

for   Architecture    101a-101b. 
2b   is   required   for    Architecture    101a-101b. 

Economics  1a-1b  is  required  for  Jurisprudence. 

English  Training   in    English    Composition   is   required    for   the 

Subject   A    Examination    (See    Circular    of    Infor- 
mation, Subject  A). 
Certain  courses  in  English  are  advised  by  the  Depart- 
ment  of   Jurisprudence. 

French  French  may  be  used  to  satisfy  the  Subject  B  require- 

ment (Circular  of  Information,  Subject  B).  A  read- 
ing knowledge  is  assumed  in  many  advanced  courses 
in  History,  and  is  eminently  desirable  for  German, 
Latin,  English,  Botany,  Landscape  Gardening,  and 
Zoology. 

Geography  1a  (or  Geology  1a)   is  required  for  Soil  Technology  1; 

for  Economics  3a;  and  is  advised  for  the  Major 
in  Economics. 


20 

Geology 

German 


Greek 


History 


Latin 


Mathematics 


Mineralogy 

Palaeontology. 
Pathology 

Philosophy 


The  Junior  College  in  California 


1a  (or  Geography  1a)  is  required  for  Soil  Technology 
1;  for  Geography  115;  Mining  101,  and  recommended 
for    Astronomy. 

German  may  be  used  to  satisfy  the  Subject  B  require- 
ment (Circular  of  Information,  Subject  B).  A  read- 
ing knowledge  of  German  is  eminently  desirable  for 
Landscape  Gardening,  Botany,  Economics,  English, 
Latin  and  Physics.  It  (or  a  reading  knowledge  of 
Spanish)  is  assumed  in  advanced  courses  in  History. 

Greek  may  be  used  to  satisfy  the  Subject  B  require- 
ment (Circular  of  Information,  Subject  B).  A 
knowledge  of  Greek  is  desirable  for  the  advanced 
study  of  Latin,  English,  French,   and   German. 

1a-1b   is   required   for   Jurisprudence. 
Ancient  History  is  desirable  for  Latin;  Modern  Europ- 
ean   History,    for   the    Romanic    Languages. 

Latin  may  be  used  to  satisfy  the  Subject  B  require- 
ment (Circular  of  Information,  Subject  B).  Latin 
is  necessary  for  the  study  of  the  Eomanic  Languages, 
and  very  desirable  for  advanced  study  of  Botany. 
Six  units  are  required  for  Jurisprudence.  Twelve 
units  may  be  offered  in  place  of  certain  linguistic 
courses  to  fulfill  the  requirements  for  the  Major 
in   English. 

Higher   Mathematics   is  desirable   for  Botany. 

1,   2,   3,  4,   are  required   for  the  Engineering  Colleges; 

3  and  4  (or  5,  8  and  9)  for  the  Major  in  Astronomy. 
2a-2b  is  advised  for  Economics. 
3a-3b   is   required   for   Electrical    Engineering   1b;    for 

Physics  107a,   109a,   213. 
3b  for  Mining  103a. 

4  (or  109)    is  required  for  Astronomy  108;   for  Mech- 

anical Engineering  102;  for  Physics  107a,  109a,  213. 
4a-4b,  for  Civil  Engineering  108a-108b,  110;  Mechanical 
Engineering   102,    110a-110b. 

5  is  required  for  Astronomy  103a.   104a,  114. 
9  is  required  for  Physics  107a,   108,   109a,  213. 

1a-1b  is  required  for  Geology  102a-102b,  102c-102d, 
103a-103b,   107,   and    for   Mining    105,    107a. 

1   is  required  for  Geology  1b. 

1  (Bacteriology)  is  required  for  Soils  122;  for  Veterin- 
ary Science  119;  and  for  Civil  Engineering  111b,  126. 

Courses   in   Philosophy   are   advised   for   Jurisprudence. 
1  and  2a  are  advised  for  Economics. 
2a  and  2b  are  required  for  the  Major  in  Education  and 
for  Education  103a,  106,  110,  111. 


The  Junior-  College  in  California 


21 


Physics  Fundamental    courses    in    Physics    should    precede    the 

advanced   study  of  Botany. 
1a-1b    and    2c-2d    are    prescribed    in    the    Colleges    of 

Engineering. 
1a-1b  is  required  for  the  Major  in  Astronomy  and  for 

Astronomy  103a,   104a,  114;   Chemistry  111a,  113a; 

for  Civil  Engineering  108a-108b;  for  Irrigation  105; 

for   Mining   103a,   105. 
2a-2b  (or  1)   is  required  for  Irrigation  105  and  by  the 

Medical  School. 
2c-2d  is  required  for  Chemistry  111a,  113a;   for  Mech- 
anical Engineering  1b;  110a-110b,  118;  for  Mining 

105. 
3a-3b,  4a-4b  are  required  by  the  Medical  School. 

Physiology  Physiology  is   advised   for   students   of   Botany. 

1  is  required  for  Poultry  Husbandry  101,  Physical  Edu- 
cation 104;  and  is  an  alternative  requirement  for  the 
Major  in  Education. 

Political   Science     1a-1b  is  required  for  the  study  of  Economics  and  of 
Jurisprudence. 

Spanish  Spanish  may  be  used  to  satisfy  the  Subect  B  require- 

ment (Circular  of  Information,  Subject  B).  A  read- 
ing knowledge  of  Spanish  or  German  is  convenient 
in  certain  advanced  courses  in  History. 

Zoology  Zoology  is  advised  for  students  of  Botany. 

1a  or  1b  is  required  for  Genetics  1a,  Genetics  1,  Poultry 
Husbandry  101;  for  Palaeontology  1,  104;  for  Physi- 
ology 110,  and  is  an  alternative  requirement  for  the 
Major  in  Education. 

1a  and  5  are  required  for  the  Medical  School. 

The  foregoing  list  shows  very  clearly  that  the  lower  division  is 
at  present  an  organic  and  necessary  part  of  the  University  of  California. 
It  is  desirable  that  it  should  remain  so  for  many  years  to  come,  that 
lower-division  courses  should  continue  to  be  conducted  as  part  of  the 
University  curriculum,  with  standards  automatically  upheld  by  their 
relation  as  prerequisites  to  courses  in  the  upper  division.  Prophets  who 
look  forward  to  the  time  when  the  junior  colleges  will  take  over  the 
whole  of  the  work  of  the  University  Freshmen  and  Sophomore  years 
look  far  into  the  future.  At  the  end  of  his  high-school  course  the 
student  will  long  continue  to  have  the  privilege  of  choosing  between  the 
junior  college  and  the  University. 

The  choice  will  not  be  an  easy  one;  there  will  be  many  advantages 
on  both  sides.  On  the  one  hand,  the  junior  college  makes  possible  a 
completed  vocational  or  general  education  for  students  who  cannot  afford 
to  travel  or  to  live  far  from  home,  or  who  do  not  wish  to  sever  family 
ties.     It  enables  the  young  or  immature  student  to  postpone  the  moment 


22  The  Junior  College  in  California 

of  facing  the  problems  incident  upon  life  in  a  great  university.  It 
offers  to  the  student  who  has  failed  to  get  his  recommendation  for  college 
another  opportunity  to  prove  himself,  by  faithful  and  consistent  study, 
capable  of  advanced  work.  It  has  the  great  advantage  of  small  classes; 
and,  so  long  as  it  excludes  high-school  students  from  them,  of  homogeneous 
classes  of  a  high  level  of  preparation.  It  has,  at  its  best,  the  advantage 
of  employing  experienced  specialists  in  the  art  of  teaching.  And,  finally, 
the  junior  college  may  hope  to  escape  in  a  large  measure  the  evils  of 
the   so-called   ' '  student   activities. ' ' 

For  many  students,  clearly,  the  junior  college  will  be  preferable  to 
the  lower  division  of  the  universities.  But  not  for  all.  Mr.  C.  L. 
McLane  very  wisely  remarks  that8  "in  many  instances  it  is  desirable 
that  a  student  have  a  new  environment — a  new  setting,  so  to  speak — to 
give  new  zest  and  an  added  stimulus  to  his  efforts.  Even  though  a  local 
institution  offers  equal  advantages,  it  is  often  desirable  to  throw  the 
young  high-school  graduate  on  his  own  responsibility  for  a  time  by  sever- 
ing home  relationships."  And  President  Lowell  states9  that  statistics 
compiled  at  Harvard  College  show  that  at  that  institution  "the  men 
entering  college  young  are  on  the  average  better,  both  in  their  studies 
and  in  their  conduct.  .  .  .  The  advantages,  indeed  would  seem  to  be 
almost  wholly  in  favor  of  entering  college  young.  .  .  .  The  real  pleasures 
are  more  fully  and  innocently  enjoyed.  Under  a  proper  environment 
the  moral   dangers  are  in  fact  less. ' ' 

So  far  as  instruction  is  concerned,  the  University  attempts  to  obviate 
the  evil  of  large  classes  by  the  division  into  sections,  sometimes  for  all 
the  work  of  the  course,  sometimes  for  recitations  only.  It  is  true  that 
some  of  these  sections  are,  necessarily,  in  charge  of  the  less  experienced 
instructors.  Yet  the  number  of  inexperienced  instructors  and  their  lack 
of  experience  are  sometimes  exaggerated.  As  a  matter  of  fact  the  average 
of  years  of  teaching  of  instructors  in  the  lower  division  of  the  University 
of  California  is  considerably  higher  than  that  of  instructors  in  the  oldest 
of  the  junior  colleges.  Moreover,  in  the  University,  a  lower-division 
course  is  always  conducted  in  part  at  least,  by  the  older  members  of 
the  department.  In  every  case  it  is  planned  by  them  and  remains  under 
their  control,  the  subject  of  frequent  criticism  and  discussion  in  depart- 
ment meetings.  Thus  the  accumulated  experience  of  the  department  is 
continually  at  the  service  of  all  its  members,  and,  not  infrequently,  the 
tradition  of  a  great  teacher  is  felt  in  all  its  work. 

The  University  gives  special  attention  not  only  to  the  instruction 
of  lower-division  students  but  to  their  welfare  outside  the  class-room 
as  well.     It  maintains  a  corps  of  advisers,  who  come  into   close  contact 


8  School  Review,   21:    165. 

9  Report   of  the  President  of  Harvard   College  1913-14,   pp.   8f. 


The  Junior  College  in  California  23 

with  all  Freshmen.  It  requires  of  all  intrants  a  physical  and  a  medical 
examination,  and  extends  to  all  the  privileges  of  the  University  Infirmary. 
It  visits  and  officially  approves  boarding  houses  for  University  students. 
It  holds  fortnightly  University  meetings  which  are  addressed  by  men 
of  prominence,  sometimes  within  but  more  often  from  without  the 
academic  world.  Under  its  guidance  the  fraternities  are  coming  more 
and  more  to  be  influences  for  good,  in  conduct  and  in  scholarship.  Even 
"student  activities"  are  not  an  unmixed  evil;  they  teach  co-operation, 
prepare  for  citizenship,  and  lead  to  valuable  friendships. 

The  high-school  principal  will  naturally  keep  such  matters  as  these 
in  mind  in  advising  his  students.  The  choice  of  junior  college  or  uni- 
versity will  be  determined  by  these  considerations,  by  the  character  of  the 
student,  and  in  large  measure  also  by  the  department  of  study  which  he 
desires  to  enter.  It  is  hoped  that  the  following  pages  will  be  of  use  in 
the  last-named  connection. 


24  The  Junior  College  in  California 

PART  II.    DEPARTMENT  RECOMMENDATIONS 


AGRICULTURE 

Agricultural  courses  given  in  junior  colleges  should  be  planned 
primarily  as  vocational  or  culminative  courses  for  students  who  cannot 
go  to  a  college  or  university.  They  should  be  of  a  grade  comparable 
with  the  agricultural  courses  in  the  University  and  worthy  of  recognition 
and  crediting  by  the  University  as  electives  in  agriculture.  They  should 
be  at  the  same  time  sufficiently  practical  and  applicable  to  local  conditions 
to  fit  the  needs  of  a  prospective  farmer.  They  might  well  be  arranged 
in  various  groups  suiting  the  needs  of  different  classes  of  students  and 
preparing  for  different  farm  enterprises,  as  for  example:  (1)  A  course 
in  animal  husbandry,  including  study  of  types  and  breeds  of  farm  animals, 
their  care  and  management,  conformation  and  soundness,  feeds  and  feed- 
ing, etc.;  (2)  a  course  in  horticulture,  including  study  of  pomology, 
olericulture,  etc.     Other  similar  courses  will  suggest  themselves. 

The  agricultural  course  of  the  junior  colleges  should  include  also 
courses  in  the  natural  sciences  and  humanities  acceptable  in  place  of 
similar  work  given  in  the  University,  and  required  or  advised  for  agricul- 
tural students.  Such  courses  are  those  in  botany  (2  and  3),  chemistry, 
foreign  languages  (preferably  French  and  German),  English,  mathe- 
matics, history,  economics,  zoology,  physics,  geology,  physiography, 
mineralogy,  drawing  (freehand  and  instrumental),  bacteriology. 

On  the  other  hand,  it  is  highly  undesirable  that  the  junior  colleges 
should  undertake  such  courses  as  Agricultural  Chemistry  1  and  2, 
Genetics  1,  Landscape  Gardening  1,  and  Soil  Technology  1.  These  courses 
are  technical  courses,  given  as  a  necessary  preliminary  in  the  training  of 
agricultural  experts.  If  given  by  the  junior  colleges,  the  College  of 
Agriculture  could  not  accept  them  as  substitutes  for  the  University 
courses.  In  response,  however,  to  numerous  inquiries,  estimates  of  cost 
of  equipment  on  a  university  basis  are  given  below. 

The  student  from  the  Junior  College  would  have  to  spend  three  years 
in  the  University  in  order  to  cover  the  work  required  for  a  degree  in 
agriculture. 

Equipment 

Agricultural  Chemistry 

The  amount  of  equipment  of  certain  classes  will  of  course  depend  on 
whether  or  not  the  institution  already  has  a  chemical  laboratory  which 
is  free  for  use  at  certain  hours.  The  ordinary  undergraduate  chemical 
laboratory  may  be  used  for  teaching  agricultural  chemistry,  so  that  with 


The  Junior  College  in  California  25 

well-equipped  laboratories  no  special  expense  for  benches,  hoods,  etc., 
need  be  incurred.  If,  however,  the  institution  merely  possesses  bare 
rooms  with  floor-space,  the  cost  of  equipment  and  maintenance  will  be 
somewhat  as  follows,  for  a  teaching  unit  of  thirty  students: 

Benches,  hoods,  plumbing,  etc $1,000.00 

Analytical  balances   (6)   180.00 

Steam  baths,  ovens,  and  special  equipment 150.00 

Glassware,  chemicals,  etc.   (estimated  cost  per 

student,  $20)   600.00 

Making  a  total  in  the  neighborhood  of  $1900.00  or  $2000.00  for  installation 
and  special  equipment.  The  cost  of  maintenance  for  glassware,  chemicals, 
etc.,  will  probably  be  in  the  neighborhood  of  $8.00  per  student  per  term, 
or  $240.00.  This  of  course  does  not  include  the  cost  of  heating  buildings, 
water,  gas,  electricity,  etc. 

Soils 
The  following  figures  are  based  on  the  assumption  that  four  students 
would  represent  a  unit  in  the  laboratory  work.  Each  student  would 
require  about  $16.75  worth  of  laboratory  apparatus  for  the  equipment 
of  his  own  desk.  The  four  students  who  would  work  in  a  group 
would  require  general  equipment  totaling  about  $106.50.  This  general 
equipment  covers  the  relatively  cheap  balances  that  we  are  using,  drying 
ovens,  etc.,  and  apparatus  that  can  be  assigned  to  one  student  for  a 
period  and  then  assigned  to  another  at  a  different  period.  In  addition 
to  this,  there  would  undoubtedly  be  needed  one  accurate  balance  costing 
about  $50.00  and  one  heavy  scale  or  balance,  costing  about  $25.00,  the 
latter  to  be  used  in  weighing  bulk  soils.  A  further  cost  would  be 
necessitated  for  such  things  as  soil  sieves,  soil  containers,  waste  cans,  etc. 
Including  the  balance  mentioned  above,  the  general  equipment  would  total 
about  $200.00.  About  $100.00  worth  of  this  general  equipment  would  be 
available  for  only  four  students  at  each  laboratory  period  but  could  be 
used  by  students  in  other  sections.  The  proper  equipment  of  such  a 
laboratory,  for  twenty  students,  would  cost  about  $1000.00. 

Plant  Propagation 

To  accommodate  a  unit  of  twenty  students  the  following  equipment 
would  be  necessary: 

One  lath-house,  approximately  16  by  24  feet,  having  raised 
benches  at  the  sides  and  ends,  with  solid  bed  in  the  center, 
and  with  head-house  attached,  approximately  6  by  16  feet, 
which  should  provide  working  benches,  bins  for  soil,  sand, 
fertilizer,  etc.,  and  closets  for  tools  and  seeds  respectively — 
such  structures  on  good  concrete  foundations  to  cost,  painted 
outside  and  inside,  approximately  $600.00 


26  The  Junior  College  in  California 

A  greenhouse  of  about  the  same  size  as  the  lath-house,  above 
mentioned,  together  with  the  same  kind  of  head-house,  both 
heated  with  hot  water,  would  be  more  serviceable  than  the 
lath-house  in  many  sections  of  California,  and  would  cost 
approximately   $1,200.00 

If  a  glass  house  were  not  necessary,  because  of  climatic  condi- 
tions, some  glass-covered  cold  frames  should  be  provided,  in 
addition  to  the  lath-house;  these  would  cost  approximately....      $100.00 

Other  equipment  necessary  would  be  as  follows :  Garden  and  green- 
house tools,  such  as  hoes,  rakes,  spades,  trowels,  etc $150.00  to  $200.00 

Seeds,  bulbs  and  nursery  stock  $200.00 

Miscellaneous  supplies  $150.00 

All  of  the  above  data  is  submitted  on  the  assumption  that  land  is 
available  upon  which  these  structures  may  be  erected,  and  sufficient 
ground  available  for  nursery  and  garden  work.  No  estimate  is  given  for 
labor,  which  might  refer  to  the  cost  of  plowing  and  preparing  nursery 
and  garden  areas. 

In  conclusion,  therefore,  it  may  be  stated  that  equipment  for  the 
teaching  of  plant  propagation  may  be  very  satisfactorily  provided  for 
twenty  students  for  the  sum  of  $1250.00  or  $2450.00,  according  to  whether 
a  greenhouse  or  lath-house  is  built.  It  is  quite  possible,  of  course,  that 
the  lath-house,  head-house,  greenhouse  and  cold  frames  might  accom- 
modate more  than  twenty  students  providing  they  are  handled  in  sections. 

Genetics 

For  twenty  students  a  well-lighted  laboratory  of  2400  square  feet 
should  be  provided.  There  should  be  about  iy.>  square  feet  of  table  space 
for  each  student,  together  with  lockers,  blackboard,  a  small  refrigerator, 
electrically  heated  incubator  case,  wooden  trays,  homeopathic  vials,  small 
weighing  scales,  herbarium  shelves,  presses,  driers,  mounting  paper,  etc. 
Also  a  good  compound  microscope  with  oil  immersion  lens,  costing  about 
$75.00.  Probably  the  laboratory  to  accommodate  twenty  students  could  be 
furnished  for  about  $500.00  and  equipment  would  cost  about  $300.00. 
There  should  be  an  enclosed  garden  for  experimental  breeding,  with  a 
tool-house,  and  a  small  greenhouse  exclusively  for  breeding  experiments; 
also,  if  possible,  a  small  animal-house  or  breeding-pens  for  guinea  pigs, 
rabbits,  poultry,  etc.  Assuming  that  the  school  is  in  possession  of  the 
land,  the  cost  of  construction,  fencing  and  equipping  need  not  exceed 
$1000.00. 

Allowing  $200.00  for  books,  charts,  lantern  slides  and  miscellaneous 
materials,  the  total  outlay  would  be  something  like  $2000.00. 


The  Junior  College  in  California  27 

ASTRONOMY 

(A)  Vocational  or  other  purposes  not  directly  related  to  university  prepara- 

tion. 
For  vocational  purposes  astronomical  courses  are  not  usually  under- 
taken, except  in  connection  with  surveying  work.  For  this  purpose 
junior  colleges  might  well  undertake  course  3  as  listed  in  the  Univer- 
sity's Announcement  of  Courses.  This  course  contains  elements  of 
trigonometry,  elements  of  astronomy,  computing  with  especial  reference 
to  surveying,  Math  emphasis  on  the  solar  attachment  transit.  Institutions 
which  desire  to  undertake  this  course  should  confer  directly  with  the 
department  as  to  its  proper  organization.  The  necessary  equipment, 
including  books  and  instruments,  would  cost  about  $500.00.  Other  lower- 
division  courses  in  the  University,  particularly  course  1,  are  in  general 
for  cultural  purposes  only.  Such  courses  might  properly  be  undertaken 
by  junior  colleges  on  the  basis  of  any  of  the  more  modern  books  on 
elementary  and  general  astronomy.  If  practical  work  be  offered,  it  would 
be  well  for  the  junior  college  to  confer  with  the  department.  Courses 
corresponding  to  University  courses  1  and  2a-2f  might  be  undertaken. 

(B)  The  satisfaction  of  prerequisites  for  specific  university  courses. 
Lower-division  astronomy  courses  in  the  University  of  California  are 

prerequisite  only  for  engineering  and  geography.  For  geography,  courses 
1  and  2a  are  prescribed,  and  for  civil  engineering  course  3.  All  of  these 
have  been  referred  to  above. 

(C)  Provision  for  general  or  substantial  equivalents  for  university  courses 

or  subjects   commonly   taken  in   fulfillment   of  Junior  Certificate   or 
degree  requirements. 
Courses  1,  2a-2p  and  3  are  here  to  be  mentioned  again. 

Equipment 

Satisfactory  library  equipment  for  junior-college  work  could  be 
secured  for  about  $250.00,  and  might  be  maintained  at  a  cost  of  from 
•  $25.00  to  $50.00  per  annum. 

The  laboratory  apparatus  necessary  for  courses  2a-2f,  elementary 
practical  work,  should  include  a  small  equatorial,  a  small  transit  instru- 
ment, sextants,  alt-azimuth  instruments,  chronometer,  chronograph,  and 
some  minor  accessories.  All  of  these  can  be  had  at  a  cost  of  about 
$5000.00.  The  catalogues  of  Gaertner  of  Chicago,  and  Brashear  of  Pitts- 
burgh are  suggested  for  a  description  of  instruments.  Satisfactory 
instruments  may  be  obtained  from  these  firms  at  moderate  cost.  About 
$250.00  per  annum   should   be   available   for   maintenance   and   expenses. 

The  following  text-books  are  suggested:  Moulton,  Elements  of  Astron- 
omy; Young,  Elements  of  Astronomy. 


28  The  Junior  College  in  California 


BOTANY 

The  training  in  botany  for  vocational  and  other  purposes  is  practically 
the  same  as  that  required  for  admission  to  the  more  advanced  University 
courses.  Such  training  is  outlined  in  the  University's  Announcement 
of  Courses,  Botany  2  and  3.  If  such  courses  are  undertaken  by  junior 
colleges  they  should  be  given  from  the  college  rather  than  from  the  high- 
school  point  of  view.  If  so  given  they  would  fulfill  the  requirement  in 
botany  for  the  Junior  Certificate. 

Proper  library  facilities  should  include  a  series  of  recently  issued 
text-books  for  college  classes  in  botany,  and  also  a  series  of  botanical 
encyclopedias,  floras,  treatises  on  special  phases  of  botany,  etc.  An 
initial  outlay  of  $1000.00  would  provide  a  fairly  satisfactory  library 
equipment,  but  one-half  of  this  amount  would  suffice  in  case  additional 
expenditures  of  $100.00  per  year  could  be  provided  for.  Even  though 
the  botanical  library  were  well  equipped  at  the  beginning,  it  would  be 
necessary  to  allow  $50.00  to  $100.00  for  its  annual  maintenance  in  order 
to  keep  it  abreast  of  the  subject. 

The  initial  cost  of  equipment  necessary  for  a  class  in  botany  of  twenty- 
five  students  should  be  approximately  as  follows: 

25  dissecting  microscopes  $225.00 

25  dissecting  sets  40  00 

25  compound  microscopes  750.00 

1   set  demonstration  charts  150.00 

Lantern  slides  150.00 

Preparations  in  liquid  and  microscopic  preparations        100.00 

Reagents,  glassware,  hardware,  etc 500.00 

Apparatus  for  plant  physiology 500.00 

Propagating  house  for  student's  use  750.00 

Total $3,165.00 

In  preparing  the  above  figures  an  almost  ideal  equipment  for  a  class 
of  twenty-five  students  has  been  kept  in  mind.  In  case  rigid  economy 
is  necessary  a  reduction  could  be  effected  in  the  item  for  apparatus  for 
plant  physiology.  By  the  use  of  inexpensive  apparatus  and  by  some 
modifications  in  the  course,  a  resourceful  instructor  might  reduce  this 
allotment  to  $200.00.  By  economy  the  estimate  for  reagents,  etc.,  also 
might  be  somewhat  reduced.  Further  reduction  could  be  made  by  the 
omission  of  a  house  for  plant-propagation  but  this  is  undesirable  since 
students  would  then  be  obliged  to  do  a  certain  amount  of  this  work  in  the 
laboratory.  The  expense  for  a  class  of  fifty  students  in  two  sections 
would  obviously  be  but  little  more  than  the  expense  as  above  indicated 
for  one-half  the  number. 


The  r/unior  College  in  California  29 

In  preparing  the  above  estimate  it  is  assumed  that  an  allowance  will 
be  made  each  year  for  the  purchase  and  collection  of  living  material 
from  the  nurserymen  or  gardeners.  This  would  amount  to  anything  from 
$100.00  up,  which  expense  would  be  obviated  in  case  the  school  is  pro- 
vided with  a  propagating  house  and  garden  under  the  control  of  a  trained 
gardener. 


CHEMISTRY 

Aside  from  the  first  course  in  matriculation  chemistry,  the  courses  in 
chemistry  which  may  be  undertaken  by  the  junior  colleges  may  be 
divided  into  two  classes:  First,  those  which  may  be  accepted  for  univer- 
sity credit,  but  which  do  not  prepare  the  student  for  advanced  university 
courses  in  chemistry.  A  thorough  course  in  any  of  the  various  branches 
of  chemistry  may  be  included  in  this  group.  Second,  courses  which  not 
only  can  be  accepted  for  university  credit,  but  also  prepare  the  student 
directly  for  advanced  university  courses.  The  University  course,  Chem- 
istry 1a-1b,  includes  lectures  twice  a  week,  quiz  section  once  a  week, 
and  laboratory  work,  two  two-hour  periods  a  week  throughout  the  year. 
The  lectures  and  quiz  work  deal  with  systematic  inorganic  chemistry  and 
cover  the  same  ground  as  such  text-books  as  those  of  Alexander  Smith 
and  of  Cady,  with  special  reference  to  the  fundamental  laws  and  prin- 
ciples underlying  this  subject.  The  laboratory  work  includes  experiments 
in  the  use  of  balances  and  burettes,  illustrating  the  laws  of  stochiometry 
and  the  meaning  of  such  terms  as  molecular  weight,  equivalent  weight, 
concentration,  molal  solutions  and  normal  solutions.  The  chemistry  of 
aqueous  solutions  is  given  special  consideration,  and  ionization,  strong 
and  weak  electrolytes,  the  qualitative  laws  of  equilibrium,  hydrolysis 
and  solubility  are  treated  in  detail.  These  fundamental  ideas  are  then 
applied  to  the  problems  of  qualitative  analysis,  and  the  student  devotes 
the  remainder  of  the  year  to  the  systematic  study  of  the  qualitative 
separation  of  elements  and  radicals. 

While  the  Department  of  Chemistry  does  not  necessarily  expect  any 
institution  to  follow  the  same  method  or  the  same  order  as  is  adopted 
in  this  course,  no  student  who  has  not  received  thorough  instruction  in 
the  work  here  outlined  can  be  admitted  to  more  advanced  courses  in 
chemistry.  In  case  of  doubt  as  to  a  student's  fitness  to  enter  advanced 
courses  he  may  be  given  an  oral  or  written  examination  by  the  department. 

The  courses  in  chemistry  which  follow  Chemistry  1a-1b  are  courses  in 
quantitative  analysis  and  inorganic  chemistry.  If  such  courses  should 
be  given  in  the  junior  colleges  their  suitability  for  university  credit  or 
as  preparation  for  the  further  advanced  courses  in  chemistry  may  be  deter- 
mined as  in  the  cases  already  discussed. 


30  The  Junior  College  in  California 


CIVIL  ENGINEERING 

Surveying 

Junior  colleges  are  advised  to  undertake  Civil  Engineering  instruc- 
tion only  in  course  Civil  Engineering  Iabcd,  the  Principles  of  Plane 
Surveying.  Even  with  respect  to  this  course  a  reservation  is  stated  in 
the   closing   paragraphs   of   this   announcement. 

Preparation  for  surveying  course  Civil  Engineering  Iabcd  should 
comprise  thorough  knowledge  of  plane  trigonometry,  matriculation  12a"; 
the  use  of  logarithms;   and  mechanical   drafting,   matriculation  17. 

A  surveying  course  should  include  both  field  and  office  practice;  it 
should  provide  class-room  drill  in  the  principles  of  the  subject.  Many 
problems  should  be  assigned.  The  subject  matter  is  that  included,  for 
example,  in  Volume  I  of  Breed  &  Hosmer  's  Principles  and  Practices  of  Sur- 
veying, and  in  chapters  4,  5  and  8  of  the  same  text,  Volume  II.  This 
text  is  here  mentioned  because  at  present  it  is  the  one  prescribed  at  the 
University.  A  junior  college  might  prefer  to  treat  the  similar  subjects 
in  another   text   included   among   those   mentioned   below. 

Surveying  instructors  in  junior  colleges  should  be  engineering  graduates 
from  technical  schools  of  recognized  standing,  or  otherwise  should  be 
teachers  who  have  acquired  a  similar  training. 

The  time  allotted  to  the  course  Civil  Engineering  Iabcd  should  be 
not  less  than  two  hours  per  week  of  lectures  and  recitations,  plus  a 
three-hour  period  per  week  comprising  field  work  and  office  practice. 
The  total  length  of  the  course  should  be,  throughout  one  year,  normally 
two   semesters  of  sixteen  weeks   each. 

The  instrumental  equipment  available  for  student  use  must  be  generous, 
comprising  transits,  levels,  alidades,  and  minor  apparatus,  representing 
different  instrument  makers.  The  minimum  cost  of  a  useful  equipment 
cannot  be  less  than  $2500. 

The  junior  college  library  should  include  the  following  books  on 
surveying:  Breed  &  Hosmer,  Principles  and  Practice  of  Surveying;  Pence 
&  Ketchum,  Surveying  Manual;  Baymond,  Plane  Surveying;  Tracy,  Plane 
Surveying;  Johnson,  Theory  and  Practice  of  Surveying;  together  with 
logarithmic,  latitude  and  departure,  and  other  mensuration  tables.  There 
should  be  available  for  student  use  and  instruction  at  least  some  forms 
of  computing  instruments,  particularly  slide  rules.  Special  blank  forms 
should  be  prepared  for  the  taking  of  field  notes  and  their  reduction. 
The  student  should  be  required  to  use  regulation  transit  and  level 
books,  etc.  There  should  also  be  provided  standard  texts  on  algebra, 
geometry  and  plane  trigonometry.  The  yearly  cost  of  maintaining  and 
adding  to  such  a  library  is  small. 


The  Junior  College  in  California  31 

The  surveying  courses  offered  by  junior  colleges  should  be  primarily 
for  students  who  do  not  propose  later  to  enter  the  colleges  of  engineering 
in  the  University  of  California,  or  other  similar  engineering  schools. 
Engineering  students  should  be  advised  to  defer  work  in  surveying  and 
other  technical  subjects.  They  will  profit  more  by  using  their  time  in 
the  junior  college  for  wider  preparation  in  languages,  history,  economics, 
natural  science  and  mathematics.  Some  of  these  subjects  would  be  those 
prescribed  in  the  engineering  colleges  in  Ihe  freshman  and  sophomore 
years.  Others  not  prescribed  could  be  offered  as  electives  to  be  honored 
in  any  year  of  the  four-  or  five-year  University  courses.  .  Thus  a  junior 
college  graduate  who  enters  the  University  with  advanced  standing  or 
electives  in  subjects  like  language  and  mathematics  may  be  graduated 
sooner  or  may  have  the  advantage  of  using  his  residence  for  additional 
engineering   subjects. 

Ordinarily  a  junior  college  student  must  spend  at  least  three  years 
in  the  University  to  complete  the  work  required  for  the  B.S.  degree  in 
the   colleges   of  engineering. 

DRAWING 

Mechanical  and  Engineering  Drawing 

(A)  Subjects  for  which  Matriculation  Credit  is  given. 

Geometrical  Drawing,  equivalent  to  University  course  C-D,  for  which 
matriculation  credit  in  subject  17  is  given;  and  which  subject  is  fully 
described   in   a  circular  issued  by  the  Department. 

(B)  Subjects  for  which  University  Credit  may  be  given. 

Descriptive  Geometry,  equivalent  to  University  courses  2a  and  2b. 
A  drawing  course  covering  in  2a  the  fundamental  problems  on  point, 
line  and  plane;  sections;  developments;  construction  of  solids;  and 
intersections;  and  in  2b  applications  to  contours  and  warped  surfaces; 
axonometry;  shadows,  shades  and  perspective.  The  object  of  the  course 
is  two-fold:  to  give  the  pupil  a  working  knowledge  of  the  principles  of 
geometrical  construction;  and  to  enable  him  to  do  neat  and  accurate 
work.  The  complete  course  constitutes  about  50  drawings.  These  should 
be  made  on  durable  paper  about  12  by  17  inches,  with  half -inch  margin. 
The  drawings  should  be  inked,  using  colors;  the  given  elements  in 
black;  the  construction  lines  in  red  or  other  suitable  colors;  the  results 
in  blue.  Many  drawings  should  be  tinted  to  show  more  clearly  areas  and 
solids;  this  tinting  is  also  a  great  help  to  the  pupil  in  aiding  him  to 
visualize  the  objects  represented.  The  time  required  by  such  a  course 
is  nine  hours  of  actual  work  per  week   for  one  year,  or  four  and  one- 


32  The  Junior  College  in  California 

half  hours  (or  five  periods)  per  week  for  two  years,  which  latter  arrange- 
ment offers  many  advantages.  This  subject  is  required  at  the  University 
as  a  prerequisite  for  many  Junior  courses  in  engineering  and  architecture 
and  is  give  6  units  of  credit. 

Lettering,  equivalent  to  University  course  9. 

A  course  covering  the  construction,  shapes,  proportions  of  spacings 
of  the  standard  styles  such  as  straight  and  slanting  Gothic,  Eoman,  Italic, 
Old  English  and  unconventional;  the  completion  and  construction  of 
titles.  The  course  should  consist  of  about  seven  drawings  and  require 
four  actual  hours  per  week  for  one  term:  1  unit  credit. 

(C)   Vocational  Courses. 

For  these  no  University  credit  can  be  given  unless  it  be  under  free 
electives,  as  the  courses  given  at  the  University  are  approached  from  a 
mathematical  and  scientific  standpoint  in  upper  division  work. 

1.  Shop  drawing. 

2.  Machine   drawing. 

3.  Structural  drawing. 

4.  Architectural  drawing. 

5.  Topographical  drawing. 

6.  Sign  painting. 

The  various  subjects  should  be  taken  in  connection  with  shop  or 
field  work.  Sketches  should  be  made  from  actual  objects  or  the  object 
constructed  from  the  drawings.  Scale  drawings  of  objects,  machine  parts, 
and  assembled  parts  should  be  carefully  made,  detailed  and  dimensioned. 
These  should  be  accompanied  by  a  full  explanation  of  the  problems  of 
theory,  mechanics,  physics,  and  practical  considerations  governing  each 
problem.  The  outlines  of  these  courses  can  better  be  obtained  from 
the  trade  and  technical  schools  than  from  the  University. 

All  the  above  classes  might  be  given  in  a  room  20  by  35  feet.  This 
would  accommodate  a  class  of  30  at  about  twenty-two  and  one-half  square 
feet  per  student,  including  aisles.  Its  equipment  of  tables,  stools,  black- 
boards, lockers,  models,  etc.,  would  cost  about  $1000.  The  necessary 
library  of  about  75  volumes  will  cost  about  $1 50,  and  the  annual  allowance 
for  same,  including  magazines,  should  be  about  $30. 


Freehand  Drawing  and  Graphic  Art 

It  seems  highly  desirable  that  efficiency  in  freehand  drawing  should 
be  acquired  before  students  are  allowed  to  devote  themselves  to  any 
so-called  ' '  art  studies. ' '  It  will  be  found  very  frequently  that  owing 
to  many  causes  a  fundamental  knowledge  in  freehand  drawing  is  lacking, 
and  therefore  a  thorough  course  in  that  subject  should  constitute  the  chief 


The  Junior  College  in  California  33 

instruction  in  the  field  of  freehand  drawing.  This  training  is  essential 
to  all  applied  sciences  leading  to  the  development  of  clear  observation, 
clear  deduction  and  the  ability  for  expression  through  sketch,  freehand 
diagram  or  scientific  drawing.  As  a  means  of  expression  it  should  be 
cultivated  as  carefully  as  a  language  is  cultivated.  The  freehand 
drawing  required  for  Matriculation  Subject  16,  and  which  is  equivalent 
to  Drawing  A-B  given  in  the  University,  is  more  fully  described  in  a 
circular  issued  by  the  Department. 

Closely  following  elementary  freehand  drawing,  a  course  for  the  study 
of  light  and  shades  from  casts  in  charcoal,  wash,  and  pen  and  ink  should 
be  given.  After  a  proficiency  in  freehand  drawing  has  been  acquired 
instruction  should  be  started  in  the  principles  of  decorative  design, 
considerable  time  being  given  to  the  study  of  the  many  principles  that 
have  a  controlling  influence  in  the  making  and  understanding  of  any 
work  of  art.  Practical  problems  in  black  and  white  of  a  simple  nature 
should  accompany  these  lessons.  Along  with  design,  color  theory  should 
be  studied  in  its  many  scientific  and  artistic  aspects,  together  with 
practical  problems  in  the  making  of  charts  and  simple  paintings. 

Picture  making,  painting  in  oils,  should  be  entirely  omitted  from  the 
curriculum  of  a  junior  college.  The  work  done  should  be  fundamental 
and  no  attempt  at  professionalism  of  any  sort  should  be  made.  The 
attention  of  the  junior  colleges  is  called  to  the  pamphlet  on  freehand 
drawing  issued  by  the  University  of  California,  which  will  serve  as  a 
guide  in  this  most  important  subject. 

The  physical  requirements  should  include  a  large  room,  say  thirty- 
five  by  sixty  feet,  with  good  side  light,  preferably  from  the  north, 
equipped  with  drawing  tables. 

ECONOMICS 

Junior  colleges  may  properly  give  courses  in  Elementary  Economics, 
Commercial  Geography,  Accounting,  Economic,  Commercial,  or  Industrial 
History.  If  satisfactorily  given,  and  if  covering  a  fair  equivalent  of  the 
work  at  the  University,  this  instruction  will  probably  be  accepted  as 
equivalent  to  Lower-Division  work  in  the  University  of  California. 
Attention  is  called  to  the  fact  that  the  course  in  Elementary  Economics 
is  a  full  year's  course. 

\ 

ENGLISH 

The  English  course  in  the  junior  college  is  different  from  similar 
courses  in  certain  other  subjects  in  that  its  aim  is  attainment  in  expression 
and  liberal  acquaintance  with  standard  literature,  rather  than  a  specific 
amount  of  knowledge.  Intended  primarily  for  those  who  will  not  go 
further  with  their  scholastic  training,  it  must  yet  provide  for  those  who 


34  The  Junior  College  in  California 

would  enter  advanced  classes  at  a  university.  The  English  studies  should 
therefore  be  equivalents  of  corresponding  studies  in  the  lower  division 
of  the  University,  rather  than  their  exact  duplicates. 

The  aim  of  such  a  course  would  be:  (a)  to  equip  the  student  with 
ability  to  express  himself  appropriately  in  speech  or  writing,  together 
with  a  fundamental  understanding  of  the  forms  of  discourse  as  to 
organization  of  thought  and  as  to  style;  (&)  to  give  a  broad  acquaintance 
with  the  greater  masterpieces  in  English,  as  well  as  an  historical  view 
of   English   literature. 

A  complete  junior-college  course  in  English  may  be  made  up  from 
the  alternatives  under  matriculation  subjects  14a  and  14&,  according  to 
the  new  plan.  These  alternative  courses  may  be  distributed  at  enn- 
A'enience  over  the  four  years  comprising  the  advanced  high-school  years 
and  the  two  college  years.  Any  program  of  studies,  however,  should 
include:  (a)  one  full-year  course  in  composition,  oral  and  written,  taken 
in  the  college  period  (e.g.,  14a2,  or  14&2,  or  14l>4-e  if  given  as  a  full-year 
course);  (6)  and  one  full-year  course  in  the  history  of  English  literature 
(e.g.,  14b3)   taken  not  earlier  than  the  senior  high-school  year. 


GEOGRAPHY 

Courses 

The  only  course  recommended  is  the  equivalent  of  Geography  1a  offered 
at  Berkeley.  This  is  primarily  a  course  on  the  evolution  of  topography 
and  the  relations  of  land  forms  to  man's  work.  The  course  should 
include  some  discussion  of  the  aims  and  methods  of  modern  geography 
and  the  past  and  present  problems  of  the  science. 

Tarr  and  Martin's  College  Physiography  (Macmillan,  1914)  is  recom- 
mended as  a  text.  Part  III,  the  Atmosphere,  should  be  treated  very 
briefly  or  omitted  entirely  in  a  half-year  course. 

Teacher 

Such  a  course  should  not  be  given  in  junior  colleges  unless  the  teacher 
has  a  thorough  training  which  includes  field  worlc.  No  recommendation  is 
made  for  the  teaching  of  meteorology  in  junior  colleges  largely  because 
of  the  great  difficulty  of  obtaining  a  teacher  thoroughly  trained  in  obser- 
vational methods  with  modern  apparatus. 

Laboratory  Equipment 

Aside  from  a  room  properly  equipped  with  tables  suitable  for  map 
work,  the  special  equipment  need  not  be  large.  The  work  should  be 
given  with  a  constant  emphasis  on  the  idea  that  the  field  is  the  only  real 


The  Junior  College  in  California  35 

laboratory.  In  accordance  with  this  idea  lantern  slides  should  be  used 
freely  as  a  substitute  for  the  kinds  of  field  work  not  found  in  the  im- 
mediate vicinity.  A  set  of  four  or  five  hundred  slides  should  be  obtained, 
and  many  of  them  should  represent  the  physiography  of  the  various 
provinces  of  California.  A  set  of  good  physical  maps  of  the  continents 
and  some  relief  models  showing  evolution  of  topography  (such  as  the 
Harvard  Geographical  models,  published  by  Ginn  &  Company)  are  also 
needed.     A  well-chosen  set  of  topographic  maps  is,  of   course,  essential. 

Library 

As  large  a  set  as  possible  of  those  publications  of  the  U.  S.  Geo- 
logical Survey  which  are  largely  physiographic  should  be  obtained  and 
kept  up  to  date.  Aside  from  these,  fifty  to  one  hundred  of  the  best 
reference  books  in  physiography  and  physiographic  geology  should  be 
obtained  as  the  nucleus  of  a  library.  Three  or  four  of  the  leading 
geographical  journals  should  be  kept  on  file,  and  to  these  might  well  be 
added  the  University  of  California  Publications  in  Geography. 

Not  including  fitting  up  a  room  with  tables  for  map  work,  the  lab- 
oratory equipment  for  starting  might  be  kept  down  to  $200  to  $250,  and 
tne  library,  aside  from  the  government  publications,  many  of  which  are 
free,  ought  not  to  exceed  $200;  that  is,  a  satisfactory  equipment  will 
initially  cost  from  $400  to  $500. 


GERMAN 

The  work  in  German  to  be  done  in  junior  colleges  may  be  divided 
into   two   classes: 

I.  German  for  students  who  have  had  no  previous  training  in  this 
subject.  For  such  students  courses  should  be  provided  parallel  in  scope 
to  those  given  in  the  Lower  Division  in  the  University.  When,  however, 
the  junior  college  adheres  to  the  shorter  period  of  recitation,  a  somewhat 
different  distribution  of  work  from  that  in  the  University  would  seem 
advisable,  viz.: 

(1)  For  fifth  year  students:  Elementary  German  (corresponding  to 
courses  AB  and  to  the  first  half  of  course  CD  in  the  University),  five  hours 
a  week,  approximately  equivalent  to  two  years'  work  in  German  in  high 
schools; 

(2)  For  sixth  year  students:  Intermediate  German  (corresponding  to 
the  second  half  of  course  CD  and  to  course  EF  in  the  University),  five 
hours  a  week,  approximately  equivalent  to  two  years'  work  in  German 
in  high  schools. 


36  The  Junior  College  in  California 

German  should  be  used  as  much  as  possible  in  the  classroom  from 
the   beginning. 

II.  German  for  students  who  have  had  three  or  four  years  of  German 
in   high   schools: 

Following  the  practice  in  the  University  the  Department  of  German 
would  recommend  that  no  courses  be  given  in  the  History  of  German 
Literature,  but  that  reading  courses  only  be  provided,  viz.: 

(1)  For  fifth  year  students:  A  reading  course  in  Nineteenth  Century 
Literature:  selected  works  of  such  writers  as  Grillparzer,  Heine,  Freytag, 
Keller,  C.  F.  Meyer,  Wildenbruch,  Hauptmann,  Sudermann; 

(2)  For  sixth  year  students:  A  reading  course  in  Eighteenth  Century 
Literature:  the  dramatic  works  of  Lessing,  Goethe,  Schiller;  exclusive, 
however,  of  such  works  as  may  be  profitably  studied  only  at  a  more 
advanced  stage,  such  as  Torquato  Tasso  and  Faust.  Selections  from  the 
prose  writings  of  Goethe  and  Schiller  are  also  recommended. 

All  works  in  this  group  should  receive  due  interpretation  from  the 
literary  point  of  view.  In  both  years  a  systematic  study  of  more  advanced 
grammar  should  be  pursued,  and  considerable  attention  be  given  to  written 
work. 

A  list  of  the  most  important  books  for  a  working  library  may  be 
had  on  application  to  the  Department  of  German.  Proper  attention 
should  be  given  to  periodicals,  and  annual  appropriations  be  allowed  for 
a  systematic  growth  of  the  library. 


GREEK 

In  localities  where  Greek  is  not  taught  in  the  high  school  it  is  desirable 
that  the  junior  college  should  offer  matriculation  subjects  8  and  9,  or  the 
University  courses  Greek  A-B,  C-D.  In  localities  where  Greek  is  taught 
in  the  high  school  it  is  desirable  that  the  junior  college  should  undertake 
Greek  1  and  2  as  outlined  in  the  University  Announcement. 


HISTORY 

The  objective  to  hold  in  mind  in  planning  junior-college  courses  in 
history  is  the  giving  of  instruction  upon  a  college  basis.  The  text-book 
method,  which  prevails  in  high-school  teaching,  must  be  abandoned  by 
the  junior  college  if  it  is  to  fit  its  students  to  undertake  advanced  under- 
graduate work  in  the  college  or  the  university.  The  junior  college,  like 
the  first  two  years  of  the  college  course,  should  bring  the  history  student 
to  substitute  for  the  text-book  and  the  recitation  upon  a  set  lesson  the 
reading  and  comparison  of  many  works.     Not  only  is  the  student  to  be 


The  Junior  College  in  California  37 

made  familiar  with  standard  works,  but  he  is  to  note  differences  of 
opinion  and  to  become  familiar  with  controversies  in  regard  to  the 
interpretation  of  the  past.  This  change  in  the  treatment  of  history, 
which  ordinarily  comes  as  the  student  passes  from  the  school  to  the 
college,  belongs  to  the  transition  from  the  fourth  to  the  fifth  year  of 
the  high  school  and  is  of  vital  importance.  Without  it  the  work  of  the 
junior  college  fails  to  fulfill  its  function  from  the  college  point  of  view 
and  becomes  so  much  more  high-school  work. 

The  ability  of  a  given  school  to  provide  instruction  in  history  of  a 
grade  equivalent  to  that  of  the  freshman  and  sophomore  years  in  the 
university  will  depend  upon  three  factors,  namely,  the  adaptability  to 
college  methods  of  instruction  of  the  subjects  in  its  course  of  study,  the 
adequacy  of  its  equipment  for  its  work,  and  the  preparation  of  its  teachers 
for  the  more  advanced  type  of  instruction. 

The  subjects  which  are  recommended  by  the  History  Department  of 
the  University  of  California  as  especially  suited  to  the  course  of  study 
in  the  junior  college  are  Western  American  History,  History  of  the 
Nineteenth  Century  and  advanced  English  History.  General  History 
in  the  fifth  year  of  the  high  school  tends  to  become  a  mere  repetition 
in  briefer  form  of  the  work  in  Ancient,  Medieval,  and  Modern  History 
usually  offered  in  the  first  and  second  years.  Little  is  to  be  gained  by 
the  repetition  of  these  courses,  even  from  a  different  point  of  view,  by 
the  same  teachers.  Furthermore,  the  field  is  too  extensive  to  permit 
a  high  school  or  city  library  to  provide  proper  equipment  in  books  for 
the  whole  field  of  general  history.  Commercial  history  is  not  recom- 
mended as  a  junior-college  subject.  Text-books  are  inadequate,  and 
suitable  equipment  for  such  a  course  at  the  present  time  can  hardly  be 
provided.  Moreover,  the  giving  of  a  separate  course  in  commercial 
history  in  the  absence  of  a  previous  course  in  elementary  economics  is 
inadvisable.  The  teaching  of  the  recommended  fields  of  history  offers  a 
considerable  place  for  economic  history,  and  the  so-called  commercial 
history  is  better  handled  as  a  part  of  these  courses  than  by  itself.  Cali- 
fornia history  is  unsuitable  for  junior  colleges  on  account  of  the  lack 
of  available  material  of  sufficiently  advanced  grade.  On  the  other  hand, 
there  does  exist  a  body  of  material  for  use  in  grade  schools  where  a 
large  part  of  the  children  of  California  may  be  reached. 

The  three  courses  named  above  are  especially  recommended  to  junior 
colleges  for  the  following  reasons: 

Western  American  History  should  be  studied  by  graduates  of  Western 
high  schools  both  from  the  point  of  view  of  the  Trans-Mississippi  West 
as  a  geographical  region  with  a  history  of  its  own  and  from  that  of 
the  Westward  Movement  as  an  historical  process.  National  history  has 
been  so  largely  written  from  the  Eastern  point  of  view  that  the  essential 


38  The  Junior  College  in  California 

character  of  Western  History  has  been  neglected.  In  California  there 
is  special  need  that  Western  History  should  be  studied  on  account  of 
the  importance  of  the  Spanish  occupation  and  settlement,  a  movement 
which  has  been  altogether  neglected,  but  which  forms  the  background  of 
all  subsequent  developments.  Western  History  combines  the  history  of 
the  northward  movement  from  Mexico,  and  the  southward  movements 
from  Canada  and  Kussia  with  the  westward  movement  across  the  American 
Continent.  Thus  it  calls  for  acquaintance  with  literature  not  used  in 
ordinary  courses  of  instruction. 

The  history  of  the  Nineteenth  Century  is  likely  to  be  slurred  over  in 
the  work  of  the  second  year  in  high  school  because  it  comes  at  the  end 
of  the  school  year  and  because  of  the  intrinsic  difference  in  its  character 
from  former  periods.  There  is  a  certain  degree  of  surety  with  regard 
to  the  perspective  in  which  they  are  observed,  but  there  is  no  such  surety 
with  regard  to  Nineteenth-Century  History,  of  which  the  issues  change 
and  the  perspective  is  altered  with  the  passing  of  events.  It  is  very 
difficult,  therefore,  to  handle  Nineteenth-Century  History,  especially  in 
its  later  decades,  from  a  text-book.  In  teaching  it  dependence  must  be 
placed  on  the  large  literature  of  current  events  which  is  easily  accessible 
in  high-school  and  city  libraries.  Another  point  of  difference  is  the 
necessity  that  much  more  time  should  be  given  to  social  and  economic 
movements  than  is  possible  in  the  second-year  course. 

English  history  is  not  universally  given  in  high  schools  and  is  usu- 
ally a  third-year  elective.  It  is  an  admirable  study  for  the  fifth  year. 
In  this  year  more  attention  can  be  given  to  those  phases  of  the  subject 
which  have  especial  importance  to  the  American  student.  The  history 
of  English  institutions,  as  a  background  for  the  study  of  American  insti- 
tutions, should  constitute  the  actual  basis  of  the  course.  The  equipment 
for  work  in  this  field  is  comparatively  easy  to  provide,  as  English  history 
is  usually  well  represented  in  high-chool  and  city  libraries.  A  course  in 
institutional  history  affords  opportunity  for  a  kind  of  work  different 
from  any  other  likely  to  be  pursued  in  the  junior  college. 

A  fair  amount  of  library  equipment  is  essential  to  success  of  junior 
college  work  in  history.  Unless  a  good  number  of  books  are  made 
available,  students  will  be  unable  to  do  the  grade  of  work  necessary  to 
maintain  the  junior  college  standard.  The  number  of  books  required 
will  of  necessity  vary  with  each  course  and  with  the  judgment  of  each 
instructor.  The  History  Department  of  the  University  of  California 
has  provided  a  limited  list  of  books  suitable  for  each  of  the  three  junior- 
college  subjects  which  it  recommends.  These  lists  may  be  had  upon 
application.  The  purchase  of  all  the  works  represented  upon  them  would 
call  for  an  expenditure,  in  Western  American  History,  of  about  $75  ($50 
additional   if   original   narratives    and   publications    of   societies    are   in- 


The  Junior  College  in  California  39 

eluded);  in  the  History  of  the  Nineteenth  Century  of  about  $105;  in 
Advanced  English  History  of  about  $65.  When  the  class  is  a  good-sized 
One  and  the  instructor  wishes  it  to  make  regular  use  of  certain  books, 
allowance  should  be  made  for  providing  duplicate  copies.  One  junior 
college  reports  that  for  a  class  of  about  thirty  in  Nineteenth-Century 
History  there  are  ten  or  more  copies  of  three  of  the  books  used  and 
from  two  to  a  half-dozen  copies  of  some  fifteen  others.  In  some  places 
teachers  have  had  considerable  assistance  from  town  librarians  who 
have  been  ready  to  procure  and  to  make  accessible  to  junior-college 
classes  a  good  part   of  the   material   required. 

Suitable  preparation  to  equip  teachers  for  work  in  junior  colleges 
may  be  secured  by  fulfillment  of  the  requirements  for  the  master 's 
degree  in  addition  to  those  already  met  by  students  who  are  recommended 
in  the  University  of  California  for  high-school  teacher's  certificates. 
Experience  has  shown  that  it  is  almost  impossible  for  a  student  to 
obtain  a  teacher's  certificate  in  history  and  a  master's  degree  in  one 
year  of  graduate  work.  Two  years  of  graduate  work  and  the  taking  of 
a  master's  degree  provides  adequate  training.  The  longer  preparation 
and  the  fact  of  having  accomplished  a  real  piece  of  historical  investiga- 
tion fittingly  mark  the  distinction  in  preparation  between  the  junior- 
college  teacher  and  the  high-school  teacher. 


HOME  ECONOMICS 

The  University  of  California  offers  at  present  two  distinct  courses  of 
study  under  the  general  head  of  home  economics;  one  in  domestic  art  and 
the  other  in  domestic  science. 

Students  who  wish  to  make  domestic  art  their  major  subject  must 
have  completed  the  high-school  courses  in  advanced  sewing  and  dress- 
making or  their  equivalents.  These  courses  are  not  offered  in  the  fall  or 
spring  sessions  of  the  University;  they  may,  however,  be  taken  during 
the  summer  session.  Lower  division  work  at  the  University  should 
include  Drawing  1,  6  and  7,  Economics  1a-1b,  Botany  1a-1b.  Courses 
strongly  recommended  for  election  are  History  1a-1b,  Architecture  5, 
Political  Science  1a-1b.  Students  who  intend  to  specialize  in  house  fur- 
nishing should  take  in  addition  Drawing  CD.  Such  a  course  of  study 
precedes  training  in  the  upper  division  for  specialization  in  costume 
design  or  house  furnishing. 

Students  who  wish  to  make  nutrition  (domestic  science)  their  major 
subject  must  have  completed  high-school  cooking  as  indicated  in  matricu- 
lation subject  18d.  Courses  in  elementary  and  advanced  cooking  are  not 
offered  in  the  fall  or  spring  sessions  of  the  University;  they  may,  how- 


40  The  Junior  College  in  California 

ever,  be  taken  during  the  summer  session.  The  lower  division  require- 
ments are  Chemistry  1a-1b,  Chemistry  8a-8b,  Economics  1a-1b.  Political 
Science  1a-1b  is  strongly  recommended  for  election.  For  students  who 
intend  to  become  candidates  for  the  High  School  Teachers'  Certificate 
with  nutrition  (domestic  science)  as  a  major  subject,  Chemistry  5  is  also 
required.  Such  a  course  of  study  precedes  training  in  the  upper  division 
for  specialization  in  food  preparation  or  dietetics. 

In  consultation  with  a  member  of  the  Study-lists  Committee  on  Home 
Economics,  students  may  combine  the  lower-division  work  for  the  two 
courses.  Such  a  combination  is  rarely  practical,  however,  on  account  of 
the  strong  emphasis  on  lower-division  drawing  on  the  one  hand  and  lower- 
division  chemistry  on  the  other. 

Suggested  outlines  for  lower  division  work  including  prerequisites  for 
advanced  work  in  domestic  art,  arranged  according  to  Plan  A  or  Plan  B 
of  requirements  for  the  junior  certificate  in  the  College  of  Letters  and 
Science  are  as  follows.  (The  designations  of  subjects  here  given,  e.g., 
English  1b,  refer  to  the  annual  Announcement  of  Courses.) 

DOMESTIC  ART 

Lower  Division  Work 

plan  A 

First  Year 

1st  Half -year  2nd  Half-year 

Botany  1a  3  Botany  1b  3 

Logic  or  Mathematics  3  Logic  or  Mathematics  3 

Foreign  Language  5  Foreign  Language 5 

Physical  Education  *  Physical  Education  \ 

Hygiene  2  History  or  Political  Science..     3 

Graphic  Art  6  2  Drawing  CD  2 

Graphic  Art   7  2 

17* 


16* 


Second  Year 

1st  Half-year  2nd  Half-year 

Economics  1a  3  Economics  1b  3 

Chemistry  1a  5  Chemistry  1b  5 

Uraphic  Art  1  1  Graphic  Art  1  1 

History  or  Political  Science..     3  *Latin    3 

^Latin    3  Physical  Education  \ 

Physical  Education  : \  Electives  4 

15*  16* 
Subjects  A  and  B,  required  without  unit  credit. 


Probably  completed  in  high  school. 


The  Junior  College  in  California 


41 


PLAN   B 


First  Year 


1st  Half-year 

English   1a   3 

Mathematics  C  2 

Physical   Education £ 

Hygiene  2 

Graphic  Art  6 2 

Graphic  Art  7  2 

Botany  1a  3 

Elective  1 

15* 


2nd  Half-year 

English  1b  3 

Mathematics  B 2 

Physical  Education  \ 

History  or  Political  Science..  3 

Foreign  Language  5 

Botany  1b  3 

16* 


Second  Year 


1st  Half-year 

Mathematics  A  2 

Economics  1a  3 

Graphic  Art  1  1 

Chemistry  1a  5 

Physical  Education  | 

Electives  5 


2nd  Half-year 

Economics  1b  3 

Graphic  Art  1  1 

Chemistry  1b  5 

Physical  Education  \ 

Electives  7 


16* 


16* 

Subjects  A  and  B,  required  without  unit  credit. 


Suggested  outlines  for  lower  division  work  including  prerequisites  for 
major  work  in  nutrition  (domestic  science),  arranged  according  to  Plan 
A  or  Plan  B  of  requirements  for  the  junior  certificate  in  the  College  of 
Letters  and  Science  are  as  follows.  (The  designations  of  subjects  here 
given,  e.g.,  English  1b,  refer  to  the  annual  Announcement  of  Courses.) 


DOMESTIC  SCIENCE 
Lower  Division  Work 


plan  a 
First  Year 


1st  Half-year 

Mathematics  or  Logic  3 

Latin    3 

Chemistry  1a  5 

Political  Science  or  History..  3 

Hygiene  2 

Physical  Education  \ 


2nd  Half-year 

Mathematics  or  Logic  3 

Latin    3 

Chemistry   1b  5 

Political  Science  or  History..  3 

Physical  Education  \ 

Electives  2 


16* 


16* 


42 


The  Junior  College  in  California 
Second  Year 


1st  Half-year 

Chemistry  8a  2 

*Chemistry  5   3 

Economics  1a  3 

Foreign  Language  5 

Physical  Education  I 

Electives  3 

Subjects  A  and  B,  required  without  unit  credit. 


2nd  Half-year 

Chemistry  8b  2 

Economics  1a  3 

Foreign  Language  5 

Physical   Education    i 

Electives  6 


PLAN  B 


First  Year 


1st  Half-year 

English    1A   3 

Mathematics  C  2 

Chemistry  1a  5 

Political  Science  1a  3 

Physical  Education  \ 

Hygiene  l  2 

15* 


2nd  Half-year 

English    1b   3 

Mathematics  A  2 

Chemistry  1b  5 

Political  Science  1b  3 

Physical  Education  i 

Electives  3 

16i 


1st  Half -yea) 

Mathematics   B    

Economics  1a  

Foreign  Language 


Second  Year 


Chemistry  8a  2 

'Chemistry  5  3 

Physical  Education  \ 


Elective  1 


16| 


2nd  Half-year 

Economics  1b  3 

Chemistry  8b 2 

Foreign  Language  5 

Physical  Education  \ 

Electives  6 

16* 


Subjects  A  and  B,  required  without  unit  credit. 


The  foregoing  statements  and  suggestions  affect  those  students  who 
expect  to  complete  the  work  for  the  bachelor's  degree  at  the  University. 

For  those  students  who  will  not  continue  academic  work  after  gradua- 
tion from  the  junior  colleges,  the  Study-lists  Committee  on  Home 
Economics  makes  the  following  suggestions: 

That  there  be  introduced  in  the  junior  colleges  certain  technical 
courses   in   food,   clothing,   shelter   and   management,   which,   closely   con- 


If  High  School  Teacher's  Certificate  is  desired. 


The  Junior  College  in  California  43 

nected  with  the  courses  in  chemistry,  drawing  and  economics,  may  serve 
to  make  clear  the  practical  application  of  these  fundamental  subjects. 

Since  such  courses  are  not  offered  in  lower-division  work  at  the 
University,  the  University  reserves  the  right  to  give  or  to  withhold  credit 
for  them,  to  those  students  who  present  themselves  as  candidates  for 
the  degree. 

LATIN 

Junior  colleges  may  wisely  parallel  Latin  1,  2,  3,  5,  and  10  as  described 
in  the  University  Announcement. 

The  approximate  cost  of  maps  and  books  of  reference  would  be  $100. 

The  department  is  ready  to  give  any  specific  advice  that  may  be 
asked  for. 

MATHEMATICS 

The  department  recommends  the  following  courses,  each  for  one 
half-year — the  prerequisite  being  in  general  four  years  of  high-school 
mathematics,  viz.  matriculation  subjects  2,  3,  4a,  4&,  12a2. 

1.  Plane  Analytical  Geometry. 

2.  College  Algebra. 

3.  Differential   Calculus. 

4.  Integral    Calculus.      (or) 

5.  Introduction   to   Projective  Geometry. 

Courses  1,  2,  3,  and  4  are  equivalent  to  the  mathematics  of  the  first 
two  years  in  the  engineering  colleges  at  Berkeley. 

The  normal  prerequisite  for  upper  division  courses  in  mathematics 
at  Berkeley  includes  Courses  1,  2,  3,  and  5,  but  Course  4  would  be 
an  entirely  satisfactory  alternative  for  Course  5. 

The  department  is  of  the  opinion  that  the  mathematical  requirements 
for  the  Junior  Certificate  wTould  be  best  satisfied  by  the  completion  of 
the  matriculation  subjects  referred  to  in  the  first  paragraph,  viz.,  two 
years  of  Algebra  (3,  4a1,  4a2),  Plane  Geometry  (2),  Solid  Geometry  (4&), 
Plane  Trigonometry  (12a2).  With  regard  to  these  subjects,  unless  the 
school  is  so  large  as  to  require  a  division  of  the  classes  into  sections, 
it  is  not  desirable  that  the  subjects  should  be  duplicated  in  the  junior 
college. 

Note. — The  department  is  willing  to  endorse  the  courses  in  General 
Analysis  and  in  Elements  of  Analysis  now  offered  for  students  who 
have  had  but  two  years  of  high-school  mathematics,  and  will  accept  those 
courses  as  equivalent  to  University  courses  1a-1b,  but  is  unwilling  to 
recommend  the  introduction  of  those  courses  into  junior  colleges  in  general. 


44  The  Junior  College  in  California 

With  regard  to  equipment,  an  initial  expenditure  of  two  hundred 
dollars  and  an  annual  budget  of  twenty-five  dollars  should  provide  the 
absolutely  necessary  books.  The  department  will  gladly  advise  with 
junior-college  teachers  with  regard  to  the  purchase  of  books.  A  small 
collection  of  geometrical  models  would  be  of  great  value.  These  models 
are  very  expensive,  however,  and  a  very  small  number  would  cost 
several   hundred   dollars. 


MINERALOGY 

Instruction 

Teaching  should  be  done  only  by  one  who  has  made  a  special  study 
of  mineralogy  in  a  college  or  university  where  good  collections  exist. 
The  graduate  student  who  has  only  taken  an  elementary  course  in  the 
subject  in  his  college  cannot  teach  mineralogy  properly.  It  should  be 
required  of  a  teacher  that  he  has  the  endorsement  of  a  professor  of 
mineralogy. 

Equipment 

(a)  A  collection  of  good  specimens,  well  labeled  and  arranged  sys- 
tematically for  inspection  and  reference.  It  should  include  at  least  three 
hundred  different  mineral  species  with  all  of  the  more  common  minerals 
represented.     Such  a  collection  may  cost  approximately  $500. 

(&)  Material  for  the  practical  determination  of  minerals.  This  may 
be  purchased  by  the  pound  and  would  cost  from  $100.00  to  $200.00  to 
supply  a  class  of  twenty. 

(c)  A  collection  of  models  to  illustrate  crystal  forms  can  be  purchased 
for  $75.00. 

(d)  Laboratory. — A  well-lighted  and  ventilated  room  equipped  with 
tables,  gas,  apparatus  and  chemical  reagents  for  the  determination  of 
minerals.  The  cost  of  equipping  such  a  laboratory  depends  upon  the  size 
of  the  class  and  can  hardly  be  estimated.  .  The  annual  cost  of  maintaining 
it  would  approximate  $5.00  per  student.  This  may  be  met  by  a  laboratory 
fee.  It  would  require  such  apparatus  and  reagents  as  listed  in  Brush  & 
Penfield  's  Determinative  Mineralogy. 

(e)  A  small  library  of  mineralogical  and  crystallographic  books  is 
desirable  for  reference.  Such  books  as  Dana,  System  of  Mineralogy  with 
Appendices;  Dana,  Textbook  of  Mineralogy ;  Phillip,  Mineralogy ;  Brush 
&  Penfield,  Determinative  Mineralogy  and  Blowpipe  Analysis ;  Eakle,  Tables 
for  the  Determination  of  Minerals,  and  a  few  books  on  gem  minerals, 
would  be  sufficient.     Cost,  $50.00. 


The  Junior  College  in  California  45 


Courses 

At  least  six  hours  per  week  for  a  year  should  be  devoted  to  laboratory 
work  in  the  practical  determination  of  minerals,  with  and  without  the 
blowpipe.  This  amount  of  work  will  be  accepted  as  the  equivalent  of 
the  lower-division  courses  in  mineralogy  in  this  University.  The  labora- 
tory course  may  be  supplemented  by  lectures  and  conferences  on  minerals. 

No  course  will  be  accepted  as  the  equivalent  of  any  upper-division 
course  in  mineralogy  in  this  University. 


PHILOSOPHY 

Junior  colleges  may  desirably  undertake  to  give  instruction  in  deduc- 
tive logic  and  in  elementary  psychology,  parallel  with  University  courses 
in  Philosophy  1a  and  2a.  It  is  not  desirable  for  them  to  undertake  at 
the  present  time  any  more  advanced  work. 


PHYSICS 

An  advanced  course  in  general  physics  (and  not  specialized  treatment 
of  limited  subjects)  constitutes  the  proper  field  for  junior-college  work 
in  this  subject. 

Such  a  course  should  consist  of  three  well-defined  parts:  the  exper- 
imental lecture,  the  recitation,  and  the  laboratory  wrork,  with  about  equal 
emphasis  on  the  three  parts.  This  course  should  stand  squarely  on  the 
foundation  furnished  by  a  first  course  in  the  subject,  proceeding  either 
by  extension  of  old  topics  or  the  addition  of  new  ones.  The  first  year's 
work  in  such  a  course  should  make  free  use  of  trigonometry;  and  the 
second  year's  work  will  demand  familiarity  with  the  calculus  for  the 
mathematical  formulation  of  the  subject.  The  scope  of  the  lecture  and 
recitation  material  is  satisfactorily  outlined  in  any  one  of  the  following 
text-books  of  physics: 

Duff,  A  Textbook  of  Physics.     3d  Edition,  Blakiston. 

Kimball,  College  Physics.    Henry  Holt. 

Ganot,  Physics.    Atkinson,  18th  Edition,  Wm.  Wood  &  Co. 

Eeed  and  Guthe,  College  Physics.     Macmillan. 

Spinney,  Textbook  of  Physics.  Macmillan. 
The  first  year's  work  should  treat  the  subjects  of  properties  of  matter, 
mechanics,  and  heat,  with  one  lecture,  one  recitation,  and  one  two-hour 
laboratory  period  per  week  throughout  the  year.  The  second  year's 
course  should  take  up  the  subjects  of  sound,  light,  electricity,  and  mag- 
netism, devoting  thereto  one  lecture,  one  recitation,  and  one  three-hour 
laboratory  period. 


46  The  Junior  College  in  California 

The  cost  of  equipment,  in  addition  to  rooms  already  provided  with 
suitable  furniture  and  supplied  with  gas,  water,  and  electricity,  should  be 
considered  under  three  heads:  (1)  equipment  of  the  shop  or  preparation 
room,  (2)  apparatus  and  reference  books  for  students'  use  in  the  labora- 
tory, and   (3)   demonstration  apparatus  for  the  instructor's  use. 

The  shop  equipment  should  consist  of  bench  tools  for  both  wood  and 
metal,  a  lathe  with  accessories,  a  soldering  outfit,  and  conveniences  for 
glass-blowing.     Its  cost  is  estimated  at  from  $300.00  to  $500.00. 

The  lecture  room  and  laboratory  equipment  for  the  first  year's  course 
is  estimated  at  from  $1000.00  to  $1200.00  for  a  class  of  less  than  ten 
students. 

A  minimum  equipment  for  the  second  year's  course  is  estimated  at 
from  $1500.00  to  $2000.00. 

A  reasonable  allowance  for  maintenance  of  the  shop  and  first  course 
would  be  $150.00  annually,  and  for  both  courses  $300.00. 

In  case  only  a  partial  course  is  offered,  the  laboratory  work  should  be 
organized  before  an  attempt  is  made  to  offer  the  experimental  lecture, 
inasmuch  as  the  satisfactory  completion  of  the  laboratory  work  would 
be  of  much  greater  assistance  to  a  student  transferring  to  another 
institution. 

An  instructor's  specific  preparation  in  the  subject  should  be  at  least 
equivalent  to  that  required  for  a  major  teacher's  recommendation. 

Copies  of  the  laboratory  manual,  lecture  outlines,  and  problem  sets 
will  be  sent  on  application  to  the  Secretary  of  the  Department  of  Physics, 
Berkeley.  A  detailed  list  of  apparatus  required  for  the  laboratory  course 
is  also  available. 

An  outline  of  the  topics  which  should  be  experimentally  treated  in 
the  lectures  of  the  first  year's  course  follows.  A  similar  outline  for  the 
second  year's  work  will  be  prepared  if  called  for. 


Topics    for   the   Experimental   Lectures    on   Properties    of   Matter, 
Mechanics,  and  Heat 

It  will  be  noted  that  the  number  of  phenomena  listed  which  are  not 
usually  shown  in  a  first  course  is  small.  The  treatment  here  should  be 
essentially  quantitative.  As  the  concepts  involved  in  many  cases  are 
rather  difficult,  the  phenomena  may  be  shown  in  a  variety  of  ways,  the 
more  familiar  experiments  being  introductory. 

Inertia:  a  general  property  of  matter  independent  of  the  body's 
material,  form,  state,  motion,  or  temperature.  The  uses  of  inertia  as 
distinguished  from  the  uses  of  weight.     The  measurement  of  inertia. 

Three  ways  of  measuring  force.     Weight  a  force.     The  proportionality 


The  Junior  College  in  California  47 

between  mass  and  weight.  Effect  of  a  force,  Independent  of  the  body's 
state  of  rest  or  motion,  or  the  concurrent  action  of  other  forces.  Com- 
position and  resolution  of  forces.  Components  of  a  force.  Stress.  Ten- 
sion.    Pressure. 

Equality  of  action  and  reaction,  in  the  case  of  mechanical,  magnetic, 
electrical  forces:  between  bodies  in  motion  as  well  as  bodies  at  rest. 

Equilibrium  of  a  particle.  The  tight-rope,  wall-bracket,  crane,  inclined 
plane,  and  simple  truss. 

Equilibrium  of  a  rigid  body,  forces  in  a  plane.  In  addition  to  the* 
above,  the  ladder  problem;  the  weight  of  the  various  parts  in  all  cases 
being  taken  into  account. 

Weight.     Center   of   weight.      Equilibrium. 

Work:  Machines,  as  contrivances  securing  convenience  in  location, 
direction,  magnitude,  or  rate  of  motion.  Principle  of  work  applied  to 
machines. 

Laws  of  friction.     Angle  of  repose. 

Uniformly  accelerated  motion.  The  acceleration  proportional  to  the 
force.  With  a  constant  force  the  acceleration  is  inversely  proportional 
to  the  mass.     Path  of  a  projectile. 

Conservation  of  momentum  or  impact,  elastic  and  inelastic. 

Centripetal  and  centrifugal  forces.  Surface  of  a  rotating  liquid. 
Simple  harmonic  motion.  The  pendulum,  simple  and  compound.  Center 
of  oscillation,  center  of  percussion. 

The  motion  of  the  earth  about  its  axis. 

Precessional  motion. 

Pascal's  law.  The  pressure  exerted  by  a  fluid  at  rest  is  perpendicular 
to  any  surface,  at  any  point  in  the  fluid  it  is  the  same  in  every  direction, 
it  is  the  same  at  all  points  on  the  same  level.  Pressure  is  proportional 
to  the  depth  and  to  the  density  of  the  fluid,  independent  of  the  shape  of 
the  vessel. 

Archimedes '  principle. 

Torricelli  's  experiment.  Weight  of  air,  pressure  of  air.  Pumps.  The 
siphon.     The  cistern  barometer.     The  aneroid  barometer. 

Boyle's  law,  for  pressures  greater  and  less  than  one  atmosphere. 

Momentum  of  a  fluid  stream. 

Torricelli 's  theorum.     Vena  contracta.     Pressure  gradient  in  pipes. 

Efflux  of  gases. 

Stream  lines  in  fluids.  Explaining  the  rotation  of  symmetrically 
pivoted  bodies  in  either  direction. 

Cohesion  of  solids,  properties  depending  on.  Cohesion  of  liquids.  The 
vacuum  siphon. 

Elasticity.  Hooke's  law.  The  elastic  limit.  The  fatigue  of  elasticity. 
The  elastic  after-effect. 


48  The  Junior  College  in  California 

Viscosity  of  fluids,  its  change  with  temperature.  Diffusion  of  liquids 
and  gases.  Change  of  volume  on  solution.  Occlusion.  Absorption  of 
gases  in  liquids.     Surface  condensation.    Osmotic  pressure. 

Surface  tension,  its  change  with  substance  and  temperature,  to  be  dis- 
tinguished from  superficial  viscosity.  Angle  of  contact.  Formation  of 
drops. 

Expansion  by  heating  of  solids,  of  crystals,  of  rubber,  of  water,  of 
gases.  Force  of  contraction  or  expansion.  Absolute  method  of  deter- 
mining the  expansion  of  liquids. 

Heat  from  chemical  action,  electric  current,  mechanical  work  on  solids, 
liquids,  gases. 

Convection,  liquids,  gases. 

Conduction  of  heat  by  metals,  wood,  water,  crystals. 

Specific  heat  of  solids  and  liquids,  depends  on  substance. 

Fusion  accompanied  by  change  in  volume.  Heat  of  fusion.  Effect  of 
pressure  on  melting.  Regelation.  Retardation  of  freezing  point.  Freez- 
ing mixtures. 

Supersaturated  solutions. 

Saturated  vapor.  Dew  point.  Vapor  pressure,  a  function  of  the  sub- 
stance and  the  temperature. 

Variation  of  boiling  point  with  pressure,  for  high  and  low  pressures. 
Geyser  action. 

The  spheroidal  state. 

Sublimation. 

The  critical  point. 

Visible  and  invisible  radiation.  Reflection,  refraction  of  radiation 
visible  and  invisible. 

Radiating  and  absorbing  power  of  various  substances.  Equality  of 
radiating  and  absorbing  powers.  The  law  of  cooling.  Wien  's  displace- 
ment law. 


Reference  Books 

Lodge,  Elementary  Mechanics.     (Van  Nostrand  Co.) 

Merrill,  Elementary  Mechanics.     (American  Book  Co.) 

Loney,  Elements  of  Statics  and  Dynamics.     (Cambridge  University  Press.) 

Thompson,  Elementary  Lessons  in  Electricity  and  Magnetism.     (Macmillan.) 

Hadley,  Magnetism  and  Electricity.     (Macmillan.) 

Poynting  and  Thomson,  Text-book  of  Physics  in  five  numbers:  Properties 

of  Matter,  Heat,  Light,  Sound,  and  Electricity  and  Magnetism.     (C. 

Griffin,  London.) 
Edser,  Light  for  Students.     (Macmillan.) 


The  Junior  College  in  California  49 

Edser,  Heat  for  Advanced  Students.     (Macmillan.) 

Maxwell,  Matter  and  Motion.     (Van  Nostrand.) 

Boys,  Soap  Bubbles.     (E.  S.  Gorham,  New  York.) 

Barus,  Laws  of  Gases.     (Scientific  Memoirs,  Harper.) 

Lodge,  Pioneers  of  Science.     (Macmillan.) 

Garnett,  Heroes  of  Science.     (E.  and  J.  B.  Young,  New  York.) 

Cajori,  A  History  of  Physics.     (Macmillan.) 

Watson,  Text-boolc  of  Practical  Physics.     (Longman,  Green  and  Co.) 

Miller,  Laboratory  Physics.     (Ginn  and  Company.) 

Kaye  and  Laby,  Tables.     (Longmans,  Green  and  Co.) 

Smithsonian  Physical  Tables. 

Goodwin,  Precision  of  Measurements  and  Graphical  Methods.  (McGraw 
Hill  Book  Co.) 

Fleming,  Waves  and  Ripples.    (Society  for  Promoting  Christian  Knowledge.) 

W.  C.  D.  Whetham,  Recent  Developments  of  Physical  Science.  (P.  Blackis- 
ton's  Son  and  Co.) 

Lucien  Poincare,  The  New  Physics.     (D.  Appleton  and  Co.) 

A.  J.  Berry,  The  Atmosphere.  (Cambridge  Manuals  of  Science  and  Litera- 
ture.) 

A.  Wood,  The  Physical  Basis  of  Music. 

Cox,  Beyond  the  Atom. 


PHYSIOLOGY 

Equipment 

In  the  study  of  life  phenomena  the  processes  accessible  to  investigation 
are  in  the  main  physical  and  chemical.  Only  those  schools  which  have 
well-equipped  laboratories  of  physics  and  chemistry  should  attempt  to  give 
instruction  in  physiology  in  the  fifth  or  sixth  year,  and  no  student  should 
be  encouraged  to  undertake  the  study  of  physiology  in  those  years  unless 
he  is  already  grounded  in  elementary  physics  and  chemistry. 

A  special  university  training  in  physiology  is  a  necessary  preparation 
on  the  part  of  the  instructor  who  would  give  the  courses  indicated  below. 
Normally  such  an  instructor  would  have  the  equivalent  of  the  Ph.D. 
degree  with  physiology  as  a  major  subject. 

The  courses  suggested  could  be  given  effectively  only  by  schools  pos- 
sessing a  fairly  adequate  equipment  in  the  way  of  laboratory  and  library. 
Much  of  the  apparatus  and  material  provided  for  physics  and  chemistry 
could  be  used  in  the  experimental  work  in  physiology,  but  in  addition  the 
physiological  laboratory  should  possess  a  number  of  pieces  of  special 
apparatus.  Among  these  would  be  included  microscopes,  kymographs, 
inductoriums,  muscle  levers,  etc.     The  extent  of  such  equipment,  however, 


50  The  Junior  College  in  California 

should  not  be  judged  by  the  more  complex  and  expensive  outfit  provided 
for  instruction  of  medical  students.  Members  of  the  Department  of 
Physiology  will  gladly  advise  with  schools  desiring  assistance  in  planning 
an  equipment  for  this  work. 


Suggested  Courses 

1.  Experimental  Biology. — In  view  of  the  enormous  variety  of  detail  of 
structure  in  living  organisms  it  is  manifestly  impossible  for  the  junior- 
college  student  to  make  more  than  a  beginning  acquaintance  with  them, 
and  it  is  much  better  to  confine  attention  to  those  things  that  can  have 
direct  significance  for  him.  Structures  which  have  an  evident  meaning 
in  function  will  be  most  advantageously  studied  in  connection  with  their 
functions.  A  course  of  study  suited  to  the  needs  of  the  beginner  in 
biological  science  will  be  one  which  will  unite  the  study  of  structure  and 
function  and  so  far  as  possible  correlate  the  two.  Not  only  is  this  the 
logically  correct  method  but  it  is  also  pedagogically  preferable,  because 
it  is  the  one  which  most  surely  awakens  the  interest  of  the  student. 

Such  a  course  cannot  be  taught  from  a  text-book.  Use  must  be  made 
in  each  locality  of  the  material  available  in  that  particular  region.  Such 
use  is  well  illustrated  in  the  employment  of  the  giant  slug,  Ariolimax, 
by  Dr.  AVulzen  in  the  corresponding  course  in  Introductory  Biology  in 
the  Department  of  Physiology  of  the  University  of  California.  The 
attempt  of  Huxley  and  Martin  a  generation  ago  to  outline  a  course  of 
this  kind  has  hardly  been  improved  upon;  but  the  emphasis  was  then 
laid  too  strongly  on  morphological  detail  and  the  physico-chemical  side 
was  practically  ignored.  The  course  herein  recommended  would  take  up 
a  few  type  forms  somewhat  after  the  manner  introduced  by  Huxley,  but 
would  also  include  much  observation  and  experiment  to  illustrate  the 
phenomena  of  life  as  interpreted  by  Loeb  in  his  Dynamics  of  Living 
Matter.  There  should  be  well-planned  experiments  illustrating  the  re- 
actions of  organisms  to  light,  temperature,  gravitation  and  other  forces. 
While  there  would  be  necessarily  some  attention  given  to  the  detailed 
functions  of  particular  organs,  the  main  stress  would  be  laid  upon  the 
reactions  of  organisms  rather  than  upon  the  functions  of  organs. 

2.  Physiology,  Human  and  Comparative. — This,  if  properly  taught, 
seems  an  appropriate  subject  for  the  fifth  or  sixth  year  of  high  school. 
The  course  outlined  above  under  the  heading  Experimental  Biology  would 
deal  somewhat  more  with  the  external  aspect  of  physiology  and  with  the 
wider  effects  of  environment;  this  course  would  deal  more  particularly 
with  the  individual,  with  especial  reference  to  the  human.  There  is  great 
need   on   the   part   of  each   individual   for   an   understanding   of   himself, 


The  Junior  College  in  California  51 

Including  the  forces  and  changes  within  his  own  body.  The  importance 
of  such  knowledge  as  a  rational  basis  for  hygenic  and  efficient  living  is 
obvious;  but  its  claim  to  a  prominent  place  in  the  curriculum  goes  much 
deeper.  Some  hint  of  this  is  seen  in  the  number  of  names  which  have 
made  their  way  into  literature  through  medicine. 

For  the  purpose  of  general  culture  a  certain  minimum  training  in 
comparative  anatomy  obtained  through  the  somewhat  careful  dissection 
of  one  or  more  vertebrate  types  should  be  accompanied  by  good  laboratory 
practice  in  the  performance  of  a  series  of  fundamental  physiological 
experiments.  It  is  at  once  apparent  that  this  cannot  be  a  text-book 
course,  but  something  of  its  extent  can  be  measured  by  Martin  's  Human 
Body,  Advanced  Course  (Holt  &  Co.),  and  Laboratory  Directions  in  Intro- 
ductory Physiology  (Syllabus  25,  University  of  California  Press).  The 
work  should  be  so  planned  as  to  re-enforce  strongly  the  student 's  efforts 
in  other  lines.  The  chemical  tests  should  demonstrate  the  usefulness  of 
more  chemistry,  while  the  experiments  on  the  special  senses  should  form 
a  rational  basis  for  a  later  course  in  psychology.  Emphasis  must  be 
laid  upon  the  general  character  of  the  course;  especially  must  it  be 
understood  that  it  is  in  no  sense  pre-medical. 


POLITICAL    SCIENCE 

The  most  desirable  course  for  a  student  in  the  junior  college  desiring 
to  emphasize  the  subject  of  Government  and  Politics  would  be  in  the 
fourth  year  of  the  secondary  course  to  take  a  full  year 's  work  in 
American  Government,  including  State,  Local  and  Municipal  Government; 
in  the  fifth  year  the  history  of  the  last  century  of  Europe  and  America, 
with  emphasis  on  political  and  economic  development;  in  the  sixth 
year  a  comparative  study  of  modern  governments,  corresponding  as 
nearly  as  possible  to  Political  Science  1a-1b,  and  including  the  Govern- 
ment and  Politics  of  England,  France,  Germany,  Switzerland,  Austria- 
Hungary,  and  if  possible  Italy  and  Belgium.  This  course,  if  taken  under 
advice  from  the  Department  of  Political  Science,  may  be  accepted  by  the 
Department  as  the  prerequisite  to  its  own  Upper  Division  work.  Mem- 
bers of  the  Department  will  be  glad  to  correspond  and  make  suggestions 
relative  to  an  outline  of  the  work  and  text  to  be  used. 


ROMANIC  LANGUAGES 

The  method  used  in  the  class-room  need  not  essentially  differ  from 
that  employed  in  advanced  work  in  the  University. 

(1)  French  or  Spanish  should  be  used  exclusively  only  by  teachers 
who   by   birth,    or   thorough   training   and   opportunity    of   study   abroad, 


52  The  Junior  College  in  California 

speak   those   languages   with   fluency   and   correctness   of   idiom   and   pro- 
nunciation. 

(2)  Students  should  become  imbued  with  the  value  of  much  reading  in 
Franch  or  Spanish,  outside  of  the  class-room;  books  should  be  suggested, 
and  not  in  connection  with  set  tasks,  but  for  the  profitable  results  to  be 
attained  only  through  an  acquaintance  with  the  best  writers  of  French 
and  Spanish. 

(3)  Courses  for  fifth  and  sixth  years  should  presuppose  only  students 
of  unusual  fitness  for  advanced  study  of  the  Romanic  languages.  To 
stimulate  their  interest,  prizes  could  be  offered  for  translations  into 
faultless  English  of  specific  masterpieces  of  prose  or  verse.  In  Spanish 
especially,  there  is  much  to  be  accomplished  in  this  regard. 

(A)  For  purposes  not  directly  related  to  University  preparation  (practical 

courses) : 

1.  Study  of  the  language,  with  ample  practice  in  conversation;  read- 
ing of  scientific  or  commercial  texts;  study  of  grammar,  syntax,  idioms; 
learning  selections  of  prose  or  verse  by  heart;  much  writing  on  the  black- 
board; a  maximum  of  work  on  the  part  of  the  student  and  a  minimum  ou 
the  part  of  the  teacher,  that  is,  during  the  hour,  the  students  should  do 
almost  all  of  the  speaking  or  writing.  This  work  may  also  be  modified 
by  assigning  reading  to  be  done  outside  of  the  class. 

(B)  As  a  preparation  for  further  work  in  the  University. 

1.  The  language  and  literature  of  France  and  Spain  should  be  studied 
in  connection  with  the  political  history  of  those  countries,  whenever  that 
is  possible.  Teachers  will  find  it  profitable  to  suggest  to  their  students 
short  histories  in  French  or  Spanish  which  present  in  brief  form  the 
salient  features  of  successive  epochs. 

Cf.   (In  French)   Lavisse:  La  deuxieme  annee  d'histoire  de  France. 
(Armand  Colin)   1914. 
(In  Spanish)  Moreno  Espinosa:  Compendio  de  Eistoria  de  Espana. 
11th  edit.  Barcelona,  1909. 

2.  A  careful  study  of  individual  authors  or  of  a  single  period  or 
literary  movement  (especially  the  nineteenth  century),  with  lectures  by 
the  teacher   supplementing   assigned   reading. 

Among  French  authors  to  be  studied,  mention  may  be  made  of  a  few: 
Victor  Hugo,  Daudet,  Erckman-Chatrian,  Merimee,  Coppee,  Augier,  Dumas 
fils,  Richepin,  Heredia,  etc.  Novelists,  poets,  dramatists  offer  a  wide 
range  of  choice. 

Spanish:  Larra,  Mesonero  Romanos,  Ayala,  Zorrilla  Campoamor,  Nunez 
de  Arce,  Duque  de  Rivas,  Alarcon,  Valdes,  Galdos,  Valera,  Benavente  and 
others. 


The  Junior  College  in  California  53 

3.  Any  course  devoted  especially  to  the  study  of  the  language  will 
derive  great  benefit  from  memorizing  on  an  extensive  scale;  the  students 
should  learn  by  heart  whole  pages  of  prose,  or  complete  poems,  and  the 
teacher  should  then  lay  the  greatest  possible  stress  on  accuracy  and 
fluency  of  pronunciation.  Resumes  in  Spanish  or  French  of  assigned 
reading  should  be  given  by  the  student.  Biographies  or  books  of  travel 
offer  excellent  material. 

4.  Teachers  may  be  able  to  grade  the  work  of  the  fifth  and  sixth  years 
after  consulting  the  Four  Years'  Course  in  French  and  Spanish  for  Second- 
ary Schools  issued  in  April,  1914,  and  thus  prepare  students  for  further 
study  in  upper-division  courses  of  the  University. 

Equipment 

The  most  important  books  for  a  working  library  may  be  found  in  the 
bibliographies  of  the  following  works: 

French:    Gustav  Lanson,  Histoire  de  la   litterature  francaise,  or 

F.   Brunetiere,   Manual   de   la   litterature   frangaise. 
Spanish:    Fitzmaurice-Kelly,  Histora  de   la   literatura  espanola. 
(1914). 
The  annual  cost  of  the  maintenance  of  a  working  library  depends  on  the 
condition  of  the  library  at  the  start.     One  hundred  dollars  per  year  would 
be  necessary  for  the  purchase  of  French  books  and  seventy-five  dollars  for 
Spanish  books  to  maintain  a  library  on  a  satisfactory  scale. 


ZOOLOGY 

Courses  Suitable  for  Junior  Colleges 

1a.  General  Zoology. 

An  introduction  to  the  facts  and  principles  of  animal  biology,  with 
special  reference  to  the  evolution  of  animal  life. 

Lectures  2  hrs:,  laboratory  4  hrs.,  first  half-year;  4  units.  The  labora- 
tory exercises  are  essentially  illustrative  of  lectures  and  are  based 
on  the  examination  of  living  and  prepared  specimens,  supplemented 
by  models  and  charts. 

1b.  General  Zoology. 

A  continuation  of  course  1a.     A  study  of  the  behavior,  structure,  and 

development  of  animal  types,  with  special  reference  to  the  lower 

vertebrates. 
Lectures  and  recitations  2  hours,  laboratory  4  hours,  second  half-year; 

4  units. 
The  first  year's  work  might  well  cover  the  following  main  subjects: 


54  The  Junior  College  in  California 

I.  Cytology. 

1.  The  living  substance,  its  physical,  chemical,  and  biological  properties. 

2.  Cell  division,  and  functions  of  cell  organs. 

3.  Eeproduction,  sex  and  somatic  cells. 

4.  Maturation  and  fertilization,  their  significance  in  heredity. 

II.  Development. 

1.  General  embryology,  origin,  derivatives,  and  differentiation  of  the 

germ  layers. 

2.  Elementary  organology. 

III.  Histology — Main  types  of  tissues  and  their  functions. 

IV.  Organology. 

1.  Organ  systems  in  the  animal  kingdom  treated  from  the  genetic  point 

of  view. 

2.  Structure  and  function  of  typical  organs  in  each  organ  system. 

V.  Brief  systematic  description,  and  morphological  treatment  of  the  phyla 

of  the  animal  kingdom,  with   emphasis  upon  types  illustrative   of 
fundamental  principles. 

VI.  Economic  Zoology.    Eelations  of  animals  to  health  of  man  and  animals, 

to  agriculture  and  to  industry  and  commerce. 

VII.  Special  consideration  of  the  vertebrate  type  as  a  basis  for  higher 

study  and  in  relation  to  man. 

1.  Anatomy  of  the  shark  and  amphibian,  including  a  detailed  study  of 

all  organ  systems. 

2.  Embryology  of  the  amphibian  to  metamorphosis. 

VIII.  Evolution  and  Heredity. 

1.  Mendel's  laws. 

2.  Direct  action  of  the  environment. 

3.  Selection. 

4.  Geographical  distribution. 

5.  Principles  of  plant  and  animal  breeding. 

6.  Eugenics. 

Equivalents  to  the  course  outlined  above  in  scope,  extent,  purpose,  and 
quality  are  acceptable.  Departures  from  this  outline  are  possible  and  may 
be  desirable  locally.  The  department  at  Berkeley  stands  ready  to 
co-operate  by  way  of  advice  as  to  materials  and  modifications  desirable 
from  the  standpoint  of  local  conditions.  The  laboratory  guide  (Syllabus 
50,  General  Zoology,  University  of  California  Press,  1914)  in  use  at 
Berkeley  indicates  more  fully  the  scope  and  method  of  the  work  and  the 
types  employed.  It  may  be  obtained  from  the  University  of  California 
Press,  Berkeley;  price  50  cents. 


The  Junior  College  in  California  55 

The  department  of  Zoology  will  be  glad  to  co-operate  with  the  junior 
colleges  in  any  other  ways  that  will  be  helpful  in  the  development  of 
their  zoological  instruction.  It  would  be  of  especial  advantage  to  those 
students  who  continue  the  study  of  the  biological  sciences  in  the  Univer- 
sity to  have  had  the  equivalent  of  Zoology  1a  and  Zoology  1b.  These 
form  the  prerequisite  for  most  of  the  other  courses  in  the  Department  of 
Zoology. 

During  vacations  the  services  of  trained  assistants  from  the  Univer- 
sity may  often  be  secured,  who  will  be  prepared  to  install  a  complete 
equipment  for  such  a  course,  both  in  respect  to  apparatus  and  materials 
for  study. 

Equipment 

Suggestions  in  regard  to  particular  features  of  laboratory  equipment 
will  be  freely  given.  Eeference  may  be  made  to  chaj)ters  on  the  out- 
fitting of  a  laboratory  in  Lloyd  and  Bigelow,  The  Teaching  of  Biology 
and  Ganong,  The  Teaching  Botanist. 

The  following  list  of  furniture  and  apparatus  will  afford  a  substantial 
equipment  for  the  year's  work,  and  even  more,  as  above  outlined,  for  a 
class  of  twelve,  or  more  if  the  class  is  divided  into  sections.  Some  of 
the  equipment,  such  as  microscopes,  microtome,  laboratory  furniture,  some 
of  the  glassware  and  chemicals,  may  be  used  jointly  in  classes  of  botany* 
and  zoology  if  teaching  staff,  schedule  and  rooms  permit.  A  competent 
and  experienced  teacher  can  do  much  with  a  smaller  equipment  than  that 
here  indicated,  but  for  the  best  work  of  university  grade  the  equipment 
here  outlined,  or  its  equivalent,  should  be  provided  or  built  up  as  rapidly 
as  means  permit. 


Equipment  of  Laboratory 

Class  of  twelve  or  more  if  sections  are  established 

3  laboratory  tables  to  seat  four  students  each $66.00 

12  laboratory  stools,  adjustable  18.00 

12  laboratory  lockers  for  microscopes  40.00 

Models  (lists  on  application)  $50.00  to  100.00 

Charts,  Pfurtscheller  and  Chun  and  Leuckart   (selected  list  on 

application)  100.00 

Entomological  supplies  (list  on  application)  50.00 

Glassware  and  aquaria  (list  on  application)  $100.00  to  200.00 

Chemicals  (list  on  application)  50.00 

*  See  estimate  of  Department  of  Botany  above,  p.  28. 


3  0112  105581919 

56  The  Junior  College  in  California 

Alcohol,  1  barrel  30.00 

Accessory  apparatus  (list  on  application)  100.00 

Formalin,  1  barrel  44.00 

Work  trays  and  storage  containers  30.00 

Microscopes,  10  at  $45.00,  2  at  $65.00  580.00 

Microtome  36.00 

Double  eyepiece  18.00 

3  binocular  microscopes  at  $55.00  165.00 

Paraffine  bath  $10.00  to     40.00 

Slides  and  preparations  125.00 

Teaching  collection  (list  on  application)  100.00 

Reference  library,  100-175  volumes  (list  on  application)  $250.00  to  500.00 

Total  $1982.00  to  $2392.00 

Berkeley,  July,  1915. 


lm-7'15 


